Special Education Plan
2020 - 2021 Table of Contents Introduction Vision Statement - Rainbow District School Board...... 1 Message from the Director of Education...... 2 Acknowledgments...... 3 Letter to Ministry ...... 4 Board Motion Approving Plan...... 5 S.E.A.C. Motion Approving Plan...... 6 S.E.A.C. Submission to Ministry of Education...... 7 RDSB 2020-2021 Budget - Special Education...... 9 PART I The Board’s Consultation Process Compliance with Regulation 306 of the Education Act...... 1 Requirements for the Rainbow District School Board’s Special Education Advisory Committee (SEAC)...... 1 Annual Review of the Special Education Plan...... 1 Invitation for Input...... 3 Input into the 2020-2021 Special Education Plan...... 5 Special Education Program and Services Review Process...... 6 Guiding Questions for Special Education Review Committee ...... 7 PART II Special Education Programs and Services Section 1 Rainbow District School Board’s General Model for Special Education Rainbow District School Board Philosophy of Special Education...... 1 Overview of Programming...... 2 Operating Principles for the Allocation of Special Education Resources...... 2 Special Education Services...... 3 Communication Flow Chart...... 4 Local Areas Map...... 5 Acronym List...... 6 Section 2 Roles and Responsibilities Overview of Roles and Responsibilities...... 1 Special Education Staff Responsibilities...... 2 Special Education Organization Responsibilities & Accountability - “Who Does What”...... 3 Provision of Interpreters and Note Takers...... 38 ii Special Education Plan 2020-2021 Section 3 Identification Procedures and Strategies Philosophy...... 1 Preamble...... 1 Consideration for Culturally and Linguistically Diversity...... 1 Guiding Principles for Early Identification...... 2 The Teacher’s Role in Early Identification...... 2 The Parent’s/Guardian’s Role in Early Identification...... 3 Procedures for Assessment, Referral, Identification and Program Planning for Children who may require Special Education Programs and Services ...... 3 Transition Planning for Young Children with Special Needs...... 4 Speech/Language Transition Planning...... 5 Early and On-going Assessments...... 6 Early Identification Program Planning...... 9 List of Possible Intervention Resources...... 10 Procedures for Providing Parents/Guardians with Notice that Their Child is Having Difficulty...... 10 Procedures for Referring a Student for an Assessment...... 11 Procedures for Providing Parents/Guardians with Notice that Their Child is being considered for Referral to an IPRC (Identification, Placement and Review Committee)...... 13 Procedures for Providing Parents with Notice that Their Child is being considered for a Special Education Program and Related Services if their child is not referred to an IPRC...... 13 Types of Assessment Tools/Strategies used to gather Appropriate Information to Assist in the Development of Educational Programs...... 14 Types of Early Intervention Strategies that are used to Support Students Prior to Referral to an IPRC...... 14 Jerome Rosner’s Auditory Analysis Test...... 15 Student Portfolios...... 16 Jerome Rosner’s Thirteen Item Test...... 16 Jerome Rosner’s Auditory Analysis Test...... 17 Teacher’s School Readiness Inventory (TSRI)...... 18 Teacher’s School Readiness Inventory - Individual Rating Form...... 21 TSRI Flow Chart ...... 23 Yopp-Singer Assessment...... 24 Yopp-Singer Test of Phoneme Segmentation...... 25 Yopp-Singer Flow Chart...... 26
Special Education Plan 2020-2021 iii Section 4 The Identification, Placement, and Review Committee Process (IPRC) and Appeals Overview of the Board’s I.P.R.C. Process...... 1 Gathering Information...... 2 Informing Parents...... 2 Parental Involvement...... 2 Identification...... 2 Statement of Needs...... 3 Recommending Placement...... 3 Requests for Interim Reviews...... 3 Annual Review...... 3 Communicating Decision to the Board...... 3 Parent Guide...... 3 Appeal Process...... 4 Process of an Appeal to an IPRC Decision...... 4 Procedure for Meeting...... 4 Mediation Options...... 4 Rainbow District School Board Spring IPRCs...... 5 Elementary IPRC/IEP Meetings...... 6 I.P.R.C. Letter of Invitation SE-04...... 9 I.P.R.C. Form - SE-04...... 10 Guide to Special Education for Parents/Guardians (March 2020)...... 12 Section 5 Educational and Other Assessments Overview - Series of Steps...... 1 Sharing with Parents ...... 12 Sharing with Staff ...... 12 Sharing with Outside Agencies ...... 12 Privacy of Information...... 12 Psychoeducational and Speech-Language Assessments...... 12 Waiting Lists / Assessment Data...... 12 In-School Team Meeting Minutes - SPE-07...... 14 Student Referral Form - SE-01...... 16 Referral Form - SE-02...... 18 Consent to the Release of Confidential Information SPE-11...... 23
Section 6 Specialized Health Support Services in School Settings Specialized School Health Support Services in School Settings...... 1 Policy/Program Memorandum No.81...... 2 Specialized Health Support Services...... 5 Catheterization and Suctioning...... 7 iv Special Education Plan 2020-2021 Section 7 Categories and Definitions of Exceptionalities Categories of Exceptionality and Definitions...... 1 RDSB - Elementary Exceptional Students Enrolment...... 10 RDSB - Secondary Exceptional Students Enrolment...... 12 RDSB - Care & Treatment Exceptionality Counts...... 13
Section 8 Special Education Placements Provided by the Board Input on Rainbow District School Board Range of Placements...... 1 Placement Options Available...... 1 Regular Class Placement (With Resource Support or Resource Withdrawal)...... 2 Intensive Support Program for Students with Behaviour Exceptionalities in the Sudbury Area...... 3 Day Treatment (Section 23) Program for Students with Behavioural Exceptionalities in the Espanola/ Manitoulin Areas...... 4 Behaviour Safety Plan (SPE-08)...... 5 Elementary School Program for Students with Autism...... 7 Secondary School Program for Students with Autism...... 8 RDSB History of ASP Program...... 9 Elementary Intensive Support Program...... 10 Secondary Intensive Support Program (Life skills)...... 11 Simulated Healthy Independent Living Opportunities (SHILO)...... 12 Special Education Programs and Services by School – Self-Contained Class...... 13 Self-Contained Placement and Change of Placement Process...... 15 Alternatives to The Board’s Range of Placements ...... 16 Special Education Programs & Services - Elementary...... 17 Special Education Programs & Services - Secondary...... 19 Special Education Programs & Services Comparison Analysis...... 20 Range of Placements by Local Area Area 1 - Manitoulin...... 21 Area 2 - Espanola...... 22 Area 3 - Sudbury West...... 23 Area 4 - Valley North...... 24 Area 5 - Valley East...... 25 Area 6 - Sudbury Central...... 26 Area 7 - Sudbury South...... 27 Area 8 - New Sudbury...... 28 Area 9 - Sudbury East...... 29 Range of Placements Options...... 30 The Admission, Review and Demission Process...... 70
Special Education Plan 2020-2021 v Section 9 Individual Education Plans (IEPs) Individual Education Plans (IEPs)...... 1 Parental Involvement with IEP Development, Implementation and Review...... 2 Dispute Resolution...... 3 Reporting to Parents...... 3 Reasons for Individual Education Plan...... 4 Parent I.E.P. Checklist...... 8 Pathways for Exceptional Students to Secondary School (PES)...... 9 Pathways for Exceptional Students to Secondary School (ISP)...... 11 Transition Age Youth (TAY)...... 13 Integrated Transition Planning Flowchart...... 15 Section 10 Provincial and Demonstration Schools in Ontario Background...... 1 Provincial Schools for the Visually Impaired, Blind, and Deaf-blind...... 1 Provincial Schools for the Deaf/Hard of Hearing...... 2 Provincial Schools for Students with Learning Disabilities (Demonstration Schools)...... 3 Provincial School Contact Information...... 4 Transportation...... 5 RDSB Students Attending Provincial and Demonstration School...... 5 Section 11 Special Education Staff Elementary Panel ...... 1 Teachers of exceptional students...... 1 Other special education teachers...... 1 Educational assistants in special education...... 1 Other professional resource staff...... 1 Paraprofessional resource staff...... 2 Secondary Panel...... 3 Teachers of exceptional students...... 3 Other special education teachers...... 3 Educational assistants in special education...... 3 Other professional resource staff...... 3 Paraprofessional resource staff...... 4
vi Special Education Plan 2020-2021 Section 12 Staff Development Elementary Panel...... 1 Overall Goal of the Special Education Staff Development Plan...... 1 Input to the Special Education Staff Development Plan-Staff...... 2 Input to the Special Education Staff Development Plan-SEAC...... 2 Priorities for Staff Development...... 2 Legislation and Ministry Policy...... 3 Communication of the Staff Development Plan...... 3 Special Education Staff Development Annual Training Plan for 2020-2021...... 4 Behaviour Management Systems Procedures (B.M.S.) (Nov2007)...... 5 Violent Incident Report (STU-13)...... 12
Section 13 Equipment Specialized Equipment for Use at school...... 1 Funding Allocation for Individualized Equipment...... 1 Procedure for the Acquisition of Individualized Equipment...... 3 Rainbow District School Board 2020-2021 Technology Investments...... 7 Loan of Specialized Equipment...... 7 Appendix 1 Assistive Technology Exam and Test Guidelines...... 8 Appendix 2 Parent Guide to Technology and Assistive Technology Software...... 9 Appendix 3 Read & Write Extension for Google Chrome...... 10 Read & Write Extension for Google Chrome - Quick Reference...... 11 Section 14 Accessibility Accessibility of School Buildings...... 1 Rainbow District School Board Wheelchair Accessibility of Facilities ...... 2 Accessibility Physical Modification Requests...... 4 Multi-Year Accessibility Plan (December 2012 - December 2017)...... 5 Section 15 Transportation Overview...... 1 Special Needs...... 1 Safety ...... 1 Special Education Transportation Protocol...... 3 Transportation Agreement (GOV-16)...... 4 Sudbury Student Services Consortium Policy M04100...... 6
Special Education Plan 2020-2021 vii PART III The Board’s Special Education Advisory Committee Mission Statement...... 1 The Responsibilities of SEAC...... 1 S.E.A.C. Membership...... 1 Names and Affiliation of Members...... 2 Meeting Times and Locations...... 4 Input to S.E.A.C...... 4 Ontario Regulations...... 5
PART IV Coordination of Services with Other Ministries or Agencies Transition from Pre-School to School Programs...... 1 Community Planning for School Entry...... 2 Transition from Elementary to Secondary Programs...... 3 Transition from Secondary to Post-Secondary Education / Workplace...... 3 Transition to or from Care, Treatment and Correctional Programs...... 4 Transition to and from Programs Offered by Other Boards of Education...... 4 Other Transitions...... 4 Assessments from Outside Agencies...... 5 PART V Submission and Availability of School Board Plans Distribution of the Special Education Plan...... 1
viii Special Education Plan 2020-2021 Introduction Vision We are leaders in learning, inspiring success for all students by reaching minds and touching hearts.
Mission We bring learning to life, enabling students to fulfill their aspirations.
Special Education Plan 2020-2021 | Introduction 1 Message From Director of Education Special Education Programs and Services 2020-2021 All exceptional students have the right to fulfill their potential through strong support systems and stimulating program opportunities. Collaborative relationships with parents and strong community partnerships complement the work of staff and impact the success of our exceptional students. The Special Education Plan 2020-2021 speaks strongly to the inclusion of all students in the schools of Rainbow District School Board. Although some parents choose an Intensive Support Programming (ISP) option for their children, the majority of exceptional students will continue to be part of regular classrooms in community schools. This does not mean that they will learn in the same way or at the same rate as other students. It does mean that curriculum may be modified and accommodations will be made to instruction and assessment in order to facilitate success for all students in relation to their own learning potential and needs. The Special Education Plan 2020-2021 meets the Standards for School Board Plans established under Regulation 306 of the Education Act, and establishes programs and services, which are consistent with the provincial funding model. Reflected in the Special Education Plan 2020-2021 are adjustments based on community input. We appreciate this opportunity to share a plan, which recognizes the complex needs of our students and opportunities for them to participate as valued and active members of our school communities. We hope that all our students with exceptionalities feel supported as they strive to be the best they can possibly be.
Norm Blaseg Director of Education Rainbow District School Board
2 Special Education Plan 2020-2021 | Introduction Acknowledgments We appreciate the exceptional knowledge, skills and expertise of our central Special Education staff. We thank the Special Education staff in our schools that chose to assume the challenge of making a significant difference for their students. We thank our community agencies that work with us to plan creative solutions to the many challenges we face. But most of all we thank the exceptional students and their families for being who they are. Dedication The Special Education Plan 2020-2021 is dedicated to the Trustees of Rainbow District School Board and members of the Special Education Advisory Committee who have provided exceptionally strong support to Special Education during their term of office. The implementation of the Special Education Plan 2020-2021 is dedicated to all exceptional students in supporting them to maximize their potential as productive and satisfied members in a global community.
Special Education Plan 2020-2021 | Introduction 3 August 19, 2020
Christiné Misch Education Officer Sudbury District Office Ministry of Education Suite 1103, 199 Larch Street Sudbury, ON P3E 5P9
Dear Christiné:
RE: Annual Review of the Special Education Plan
Rainbow District School Board is submitting amendments of the Special Education Plan for 2020-2021.
At the May 19, 2020 meeting of the Rainbow District School Board, the following motion was approved:
That the Special Education Plan 2020-2021 as recommended by the Special Education Advisory Committee (SEAC) be approved. – Carried
Rainbow District School Board looks forward to providing programs and services to the exceptional students of the Board within the resources available. We thank the Ministry of Education for their support in this endeavour..
Sincerely,
Kathy Wachnuk Superintendent
4 Special Education Plan 2020-2021 | Introduction The following motion was passed at the May 19, 2020 Board Meeting:
Special Education Plan 2020-2021
Motion: 20-R53, M.Stringer/J.Kosmerly That the Special Education Plan 2020-2021 as recommended by the Special Education Advisory Committee (SEAC) be approved.
- Carried
Special Education Plan 2020-2021 | Introduction 5 The following motions were passed at the SEAC Meeting of May 13, 2020: Motion 3: Moved by: N.Delaney Seconded by: D.Walker That the SEAC recommend the proposed 2020-2021 special education budget be approved by the Board.
- Motion carried.
Motion 4: Moved by: D.Walker Seconded by: N.Delaney That the SEAC recommend the proposed 2020-2021 special education staffing be approved by the Board.
- Motion carried.
6 Special Education Plan 2020-2021 | Introduction June 29, 2020
Our Special Education Advisory Committee (SEAC) is proud of its involvement in the development of our Board’s Special Education Plan revisions and amendments. Our SEAC members are dedicated to our mission statement: “to optimize the quality of education and improve the educational outcomes of all individuals with exceptionalities.” At the May 13, 2020 meeting of the SEAC, members approved the amendments to the 2020-2021 Special Education Plan. Our SEAC continues to support and value the Board and the Special Education staff. We recognize their commitment to deliver the best possible programs and services to our exceptional students, based on the funding allotments received. Our SEAC welcomes the initiatives that have been funded, particularly where they have had a positive effect on the delivery of programs and services for exceptional students. Our SEAC applauds the Ministry for its funding and support of the use of assistive technology to meet the needs of students with special needs. We support the Ministry in the continuation of Special Incidence Portion funding to assist boards to support students with very high needs. We also support the improvements announced in teacher education programs in Ontario, particularly the mandate that all Bachelor of Education programs require teacher candidates to engage in learning how to meet the needs of students who require special education programs and services. We are particularly proud of our Board’s commitment to the use of assistive technology to support exceptional students, to the coordination of services with our community partners, and the Board’s involvement as a lead in Ministry’s A4 initiative and the development of the A4 tool for teachers. Our SEAC acknowledges the challenges facing the economy and budget impact in Ontario. The Education Act on Special Education and the Regulations made under the Act requires school boards to provide exceptional pupils with special education programs and special education services that are appropriate for their needs. The Special Education Per Pupil Amount (SEPPA) based on total student enrolment, and the Differentiated Special Education Needs Amount (NSENA) relies upon census data and a formula used by the Ministry of Education. This data does not reflect the true numbers of students or the cost to provide the support required for them. The discontinuation of the long form census by the federal government has ensured that an updated source of this information is no longer available.
Special Education Plan 2020-2021 | Introduction 7 In addition, RDSB continues to experience declining enrolment while the needs of students in special education continue to grow in this Board. RDSB and our SEAC are committed to providing quality education and support so that every student can reach their full potential, but this can only be achieved with the appropriate level of funding from the Ministry of Education. The special education programs and services identified in this year’s Special Education Plan will be severely compromised if careful implementation of the Measures of Variability Statistical Prediction Model does not incorporate a needs-based component to support our exceptional students. Funding for the in-year (after October 31) transfer of identified students requiring special education programs and services from other boards, without appropriate transfer of funding support, needs to be addressed in the funding model. SEAC supports enhanced funding mechanisms to northern Ontario and rural school boards who face unique challenges in special education funding based on student needs, and student transportation costs based on geography and increasing costs for fuel and monitors. We encourage the Ministry to provide funding criteria that could be used to allocate funds in an expedient, effective and meaningful manner. We strongly urge the Ministry to correct the inequities in the current funding model for special education to allow all of our students to succeed. We believe that as a SEAC, we must continue to be the voice of our most vulnerable students, and to optimize success for all students, we must continue to advocate for the resources necessary to help our students with exceptionalities and special needs meet their full potentials. We look forward to improvements to special education programs and services for exceptional students. Respectfully submitted, on behalf of SEAC,
Wendy Larouche Chair, Special Education Advisory Committee
8 Special Education Plan 2020-2021 | Introduction 2020/2021 Budget Special Education Revenue
2019/2020 2020/2021 Foundation Allocation for pupils in Self Contained Classes 2,170,919 2,170,919 Teacher Compensation Grant-Self Contained Teachers 445,366 445,366
2,616,285 2,616,285
Special Education Per-Pupil Amount (SEPPA) Elementary 7,606,167 7,897,216 Secondary 1,981,122 2,108,852
9,587,289 10,006,068
Differentiated Special Education Needs Amount (DSENA) Special Education Statistical Prediction Model Amount 5,520,170 5,722,659 Measures of Variability Amount 3,355,599 3,461,513 Collaboration and Integration Amount 456,017 459,874 Multi-Disciplinary Supports Amount 584,797 584,797 9,916,583 10,242,439
Special Equipment Amount (SEA) 630,757 652,562 Special Incidence Portion (SIP) 4,600,000 5,000,000 Revenue from First Nations 515,952 515,952
Behaviour Expertise Amount (BEA) Applied Behaviour Analysis (ABA) Expertise Amount 125,093 251,346 ABA Training Amount 19,767 39,298 144,860 290,644
Other Estimated Transfer From Special Education Reserve 2,600,959 2,298,138
Total Special Education Revenue 30,612,685 31,622,088
Special Education Plan 2020-2021 | Introduction 9 2019/2020 Budget Special Education Expenses
2019/2020 2020/2021 Special Education Teachers Self Contained Classroom, Resource, Vision and Hearing Impaired 16,212,234 16,226,495 Supply Teachers 121,380 121,380
16,333,614 16,347,875
Educational/Communicative Disorder Assistants Special Education 9,505,763 9,599,120 Supply/Temporary Educational Assistants 156,858 156,858
9,662,621 9,755,978
Professionals and Para-Professionals Principal, Psychologists, Speech Language Pathologists, Psychometrists, Interpreters, Braillists, Social Workers, Computer Technicians 2,468,282 2,556,159
Teacher Consultants 694,266 803,074
In-School Administration Principal, Vice-Principal, Secretarial Staff, Program Leader Allowances 412,485 420,030
Professional Development, Learning Materials and Special Equipment Amount (SEA) Special Education 410,660 586,410 Special Equipment Amount (SEA) 630,757 652,562
1,041,417 1,238,972
Other Unallocated Expenses – 500,000
Total Special Education Expenses 30,612,685 31,622,088
10 Special Education Plan 2020-2021 | Introduction Part I The Board’s Consultation Process Compliance with Regulation 306 of the Education Act In accordance with Regulation 306, each school board is required, every two years, to prepare and approve a report on the special education programs and special education services provided by the board, and to submit it to the ministry. Each board is required to maintain a special education plan, to review it annually, to amend it from time to time to meet the current needs of its exceptional students, and to submit any amendment(s) to the Minister for review.
One of the purposes of a school board’s special education plan is to inform the Ministry of Education and the public about special education programs and services that are provided by the board in accordance with legislation and ministry policy on special education. — Ministry of Education. Standards for School Boards’ Special Education Plans. 2000
Requirements for the Rainbow District School Board’s Special Education Advisory Committee (SEAC) The board shall ensure that its special education advisory committee is provided with the opportunity to participate in the board’s annual review, under Regulation 306 of the Revised Regulations of Ontario, 1990, of its special education plan. — Regulation 464/97
Annual Review of the Special Education Plan Purpose of the Annual Review: ◆ To ensure that the Special Education Plan meets the needs of exceptional students of the Board ◆ To ensure that the Special Education Plan follows current Ministry of Education legislation ◆ To demonstrate the allocation of Special Education resources/funding. Input is provided throughout the year by the SEAC and is considered in the annual review and amendment of the Special Education Plan. An Invitation for Input has been traditionally published on an annual basis to parents, staff, community agencies, and any other interested partners.
Special Education Plan 2020-2021 | Part I - The Board’s Consultation Process 1 January ◆ Invitation for Input is distributed to all stakeholders February ◆ Feedback from the Invitation for Input is summarized ◆ Feedback is shared with the SEAC ◆ Further input from the SEAC is invited ◆ Draft Special Education Plan is prepared and submitted to Executive Council for approval March ◆ Special Education Plan is reviewed by the SEAC ◆ The SEAC formulates recommendations to the Rainbow District School Board April ◆ Special Education Plan is received by the Rainbow District School Board May ◆ Submission of the Special Education Plan to the budget process ◆ The SEAC receives the reasons for inclusion to the Board and the Ministry ◆ The SEAC votes to accept the Special Education Plan by majority vote ◆ The SEAC formulates recommendations to the Rainbow District School Board June ◆ Presentation of amendments to the Board as an outcome of the budget process July ◆ Budget approval by the Rainbow District School Board ◆ Electronic file or paper copy of the Special Education Plan submitted to the Ministry of Education by July 31, 2020 September ◆ Special Education Plan is posted on the Board’s website ◆ Changes to the Special Education Plan are shared with staff
2 Special Education Plan 2020-2021 | Part I - The Board’s Consultation Process January 17, 2020 An Invitation for Input Parents/guardians of students with special needs/exceptionalities in the Rainbow District School Board are invited to provide input into the Special Education Plan 2020-2021. Programs and services in special education are ultimately based upon funding available to the Rainbow District School Board. All monies designated for special education programs and services are used to support students with special needs in our schools. These programs and services include the provision of support through special education resource teachers, special class teachers, educational assistants and professional support staff services including psychology and speech and language pathology. In addition, the special education staff works with community agencies to augment services provided in our schools. Please submit any suggestions for changes to the delivery of special education programs and services in Rainbow Schools. All suggestions should be in writing and received by Friday, February 28, 2020. Please complete the survey on the reverse side of this page and/or provide suggestions in the section provided. Upon completion submit to: Kathy Wachnuk Superintendent Rainbow District School Board 408 Wembley Drive Sudbury Ontario, P3E 1P2 OR Place the completed survey into a sealed envelope addressed to Kathy Wachnuk, Superintendent, and give to your child’s school secretary, who will then forward the survey to Kathy Wachnuk. OR Please complete the on-line survey at: https://www.rainbowschools.ca/programs/special-education/special-education-survey
Special Education Plan 2020-2021 | Part I - The Board’s Consultation Process 3 I am aware of the following... (check all that apply) ❏ Special Education Plan ❏ Special Education Advisory Committee (SEAC) ❏ Identification Placement and Review Committee (IPRC) ❏ Individual Education Plan (IEP) ❏ Guide to Special Education for Parents/Guardians ❏ Open Houses at Secondary Schools for Grade 7/8’s (Transition Nights) Since September I have had communication regarding special education services with... (check all that apply) ❏ Classroom Teacher ❏ Speech-Language Pathologist ❏ Resource Teacher ❏ Special Education Consultant / Coordinator ❏ Program Leader ❏ Board Certified Behaviour Analyst/ ❏ Psychology Staff ABA Team Member ❏ Attendance Counsellor ❏ Principal / Vice Principal My child receives or has received support through: (check all that apply) ❏ Resource Teacher ❏ Specialized services (teacher of the deaf, teacher of the blind, educational assistant, speech language pathologist, communicative disorders assistant, ABA team... ) ❏ Self-Contained classroom ❏ Self-Contained school My child has received specialized equipment/software accommodations such as... (check all that apply) ❏ Chromebook or laptop with access to Read&Write for Google Chrome ❏ Technology related items (printer, specialized headset, etc.) ❏ Access to specialized online programs (Lexia, Fast ForWord, etc.) ❏ Hearing support equipment (FM system) ❏ Vision support equipment (brailler, braille notetaker, iPad, etc.) ❏ Physical assists support equipment (lift, treatment table, stander, specialized chair, height-adjustable table/desk, etc.) ❏ Personal care support equipment (toilet safety frames, step stools, etc.) ❏ Sensory support equipment (movin’sit cusion, weighted blanket, fidget tools, noise-cancelling headphones, etc.) ❏ Interpreters ❏ Interveners ❏ Notetakers ❏ Other: Do you have any additional suggestions or input for our 2020-2021 Special Education Plan?
Signature (optional) Date
4 Special Education Plan 2020-2021 | Part I - The Board’s Consultation Process Input into the 2020-2021 Special Education Plan Each year, beginning in January, a request for input for developing the Special Education Plan for the following year is sent to all stakeholders. Most responses are received by mid-February. A link was established on the Board’s website for stakeholders to access and provide input. The origins of the responses received are typically internal or employee driven (i.e. Central Special Education Staff, Teachers, Educational Assistants, and Principals). However, in addition to the SEAC and various independent associations providing input, parental submissions are a significant source. A total of 123 individual responses (paper and online) were received and considered in the preparation of the 2020-2021 Special Education Plan.
Special Education Plan 2020-2021 | Part I - The Board’s Consultation Process 5 Special Education Program and Services Review Process The Rainbow District School Board continually reviews aspects of special education programs and services. These reviews involve input from a variety of stakeholders and in a number of forums, including the SEAC, parents, parent associations, students, Central Special Education Staff, Teachers, Educational Assistants, Principals, and Executive Council. The Board also has an established Review Framework for a formalized process: 1. Appoint Lead 2. Lead recommends Review Committee of stakeholders: ◆ SEAC Member ◆ Special Education Teacher ◆ Trustee ◆ Educational Assistant ◆ Parent ◆ Classroom Teacher ◆ Student (participate as appropriate) ◆ Staff /agency associations ◆ Principal (elementary) ◆ Special Education Consultants/ ◆ Principal (secondary) Coordinators 3. Data Collection ◆ Number of students ◆ Distribution ◆ Degree of severity ◆ Age ◆ Male/female ◆ Report card/EQAO results, suspensions ◆ Other 4. Program ◆ Program delivery model ◆ Resources ◆ Assessment of student achievement (EQAO accommodations, exemptions) ◆ IEP ◆ Transition outcomes 5. Cost 6. Identification of Successful Practices ◆ Expert event ◆ External observation 7. Public Input Forum ◆ Parent Focus Group ◆ Student Focus Group 8. Committee Visitations to Schools 9. Submission of Recommendations and Costs ◆ To Superintendent of Special Education Programs and Services ◆ Executive Council ◆ SEAC 10. Review the Review Framework
6 Special Education Plan 2020-2021 | Part I - The Board’s Consultation Process Guiding Questions for the Special Education Review Committee 1. Is the program based upon a set of principles, vision, and goals? 2. What are achievement outcomes for students (qualitative, quantitative)? 3. How are graduates tracked? 4. How does IEP relate to program delivery? 5. What is the status of recommendations from previous program reviews? 6. What are the funding sources for the program? 7. What is the per capita cost for the program? 8. What are the assessment strategies (waitlist, percent identified, IEP)? 9. What is the early history for the population? (Assessment available at school entry)? 10. What is the intensity of direct support? 11. What are the staff qualifications (certification, AQ, additional training)? 12. How is technology used? 13. What instructional resources are used? 14. What professional resources are used? 15. What are successful practices? 16. Which agencies have been identified as potential partners/sponsors?
Special Education Plan 2020-2021 | Part I - The Board’s Consultation Process 7 Pa rt II Special Ed uc ation Pro grams and Services Section 1
Rainbow District School Board’s General Model for Special Education Rainbow District School Board Philosophy of Special Education The Rainbow District School Board is committed to ensuring that every exceptional student is provided with the most inclusive learning environment that enables the student to fulfill his/her potential.
◆ All exceptional students have a right to quality education. ◆ The education of exceptional children is a responsibility shared by the school, the student, parents, and the Rainbow District School Board. ◆ All exceptional students are an integral part of society, entitled to respect and dignity. ◆ All exceptional students should have equality of educational opportunities regardless of class, economic status, gender, ethnic origin or religion. ◆ The majority of exceptional students can best be served within an inclusive education program as opposed to separate education. ◆ The array of needs of exceptional students can best be served by a continuum of support. ◆ Programming is of utmost importance in any assessment or diagnostic procedure undertaken on behalf of exceptional students. ◆ Communication and interaction amongst special education and regular education personnel must be ongoing and goal directed in support of exceptional students. ◆ All special education personnel should be encouraged to undertake an ongoing evaluation of their roles and expertise. ◆ All exceptional students share in the responsibility for learning and in the planning of their program, based upon maturity and capability. ◆ Based on the philosophy of inclusion, the Board is committed to providing all Special Education and Regular Education Personnel with professional development and training to equip them to meet the needs of exceptional students. ◆ Early assessment and intervention are crucial and viewed as an investment in the education of exceptional students. ◆ Programming and services will consider the need to broaden the definition of success for all exceptional students.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 1 1 Overview of Programming Within the range of placements, the Rainbow District School Board believes that integration and inclusion should be the standard wherever possible. For some students, however, an alternative setting may be necessary when their needs are so great that they cannot be met in an integrated setting. Therefore, the Board provides services for those students who do not benefit significantly from an integrated setting. Access to specialized programs and services is coordinated by the Admission, Review, and Demission Committee of the Board for the nine local areas of the Board consisting of Espanola, Manitoulin, New Sudbury, Sudbury Central, Sudbury East, Sudbury South, Sudbury West, Valley East, and Valley North. Geography, exceptionality, age, and other local factors are considered when requests for placement in an Intensive Support Program (ISP) are made by schools.
Operating Principles for the Allocation of Special Education Resources
◆ The distribution of special education staff reflects equity of opportunity for all exceptional students within the Rainbow District School Board. ◆ Special education programs and services will be provided within the fiscal constraints/ requirements of the Ministry of Education, and funding generated by the Special Education Grant will be used to support the exceptional students of the Rainbow District School Board. ◆ The rights of special education teachers are protected by collective agreements. ◆ Staff will be provided with the necessary training and support to meet the needs of exceptional students in all IPRC placement decisions. ◆ The range of placements will reflect the severity of need (Regular Class with Resource Support, Self-Contained Class, Self-Contained School, Provincial School). ◆ The needs of both elementary and secondary students will be recognized. ◆ Geographic constraints will affect student placement. ◆ High need schools will be identified (OLSAT, transient population, socio-economic factors, EQAO results, etc.) and may receive additional support/differentiated staffing. ◆ Administrative efficiency in obtaining funding and system planning will influence student performance. ◆ Appropriate and timely assessment services will be essential to the development of student Individual Educational Plans (IEPs) and to funding submissions.
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 1 Special Education Services “Special education services” means facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program. — Education Act The Rainbow District School Board provides a range of specialized services to support teachers, parents and exceptional students through consultations, screening activities, assessments and direct instructional support. The Rainbow District School Board provides individual educational and/or psychological assessments, educational programming through IEPs, and special education placements through the ARD Committee. The Board also provides leadership in system-wide assessment and consultation activities at the Kindergarten, Grade 4 and Grade 7 levels, as well as transition planning at the time of school entry and leaving. Transition planning will be provided to all students with special attention to students of all exceptionalities to address their unique needs in the transition from elementary to secondary school, and from secondary school to post secondary education or employment. Special Education Consultants/Coordinators, Psychological Services, Speech-Language Pathology Staff and Applied Behaviour Analysis staff act as a resource to parents/guardians, teachers, principals, and superintendents in designated schools/areas in matters pertaining to the learning and behavioural needs of students and in the design and implementation of programs for exceptional pupils. Speech-Language Pathologists (SLPs) provide individual assessments for students with complex language needs. SLPs provide consultation and programming for students with speech needs. They provide supervision for CDAs (Communication Disorders Assistants), consultative support to Gord Ewin Centre staff, Special Education Teachers, Classroom Teachers, and school administration. Educational Assistant (EA) support in a regular class or an Intensive Support Program (ISP) may be provided in relation to developmental, corrective, or care needs of the student. The work of the EA is planned and directed by a certified Special Education Teacher. Special Education Teachers facilitate the identification of and programming for exceptional students. They provide direct instruction to exceptional students and consult with classroom teachers, central special education staff, parents, and community agencies to plan and implement special education programs and services. Regular classroom teachers play a critical role, as part of the team, in the establishment and implementation of IEPs, including accommodations, learning expectations, teaching strategies, assessment methods and the use of assistive technology. The RDSB Special Education Plan complies with the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, and the Education Act and regulations made under the act. The Board acknowledges the “Guidelines on Accessible Education” issued on June 30, 2008 by the Ontario Human Rights Commission and strives to meet the standards contained in this document.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 1 3 Rainbow District School Board Special Education Communication Flow Chart Goal: To outline the steps for parents/students to take when concerns arise regarding special education. The Rainbow District School Board believes that most concerns regarding special education students can be worked out at the school level. Parents/students are encouraged to first address concerns with the classroom teacher, the SERT and/or the ISP teacher involved with the student. If the issues remain unresolved, the next step is to meet with the school’s principal. If still unresolved, the following chart may help to guide parents. Parents may request meetings with the individuals in the chart through their principal or the Board Office. The names, addresses and phone numbers of the individuals in the chart can be obtained from your school office or the Board Office. Special Education Communication Flowchart
If after reaching the top of the flow chart the issue remains unresolved, the parent/student has several options: ◆ Contact the area Trustee or the Board Chair ◆ The Rainbow District School Board encourages parents/students to contact parent organizations and community groups for information and support throughout the steps identified in the Special Education Communication Flowchart ◆ Contact a member of the SEAC (Special Education Advisory Committee) ◆ Contact the Ministry of Education. Please note that if the issue concerns identification or placement, the matter may be addressed through the Identification, Placement, and Review Committee (IPRC) process, outlined in “Guide to Special Education for Parents/Guardians”.
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 1 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 1 5 Special Education Plan Acronym List
AAT: Auditory Analysis Test (Rosner) ABA: Applied Behavioural Analysis ABI: Acquired Brain Injury ABLLS: Assessment of Basic Language and Learning AC: Accommodated only ADD/ADHD: Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder ADE: Average Daily Enrolment ADP: Assistive Devices Program AFLS: Assessment of Functional Living Skills ALT: Alternative APT: Applied Physical Training AQ: Additional Qualification ARD: Admission Review and Demission ASD: Autism Spectrum Disorder ASL: American Sign Language ATA: Adaptive Technology Access AUP: Acceptable Use Policy BCFPI: Brief Child and Family Phone Interview B.Ed.: Bachelor of Education BIP: Board Improvement Plan BMS: Behaviour Management Systems BSP: Behaviour Safety Plan CAS: Children’s Aid Society CCN: Children’s Community Network CCR: Child and Community Resources CCTV: Closed Circuit Television CDA: Communicative Disorders Assistant CELF-5: Clinical Evaluation of Language Fundamentals-5 COMPASS: COMPASS (formerly known as Child and Family Centre) CFSA: Child and Family Services Act CHS: Canadian Hearing Society CNIB: Canadian National Institute for the Blind
6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 1 CODE: Council of Directors of Education CTC: Children’s Treatment Centre CTOPP: Comprehensive Test of Phonological Processing CYW: Child and Youth Worker dB: Decibel DCS: Developmental Clinical Services DD: Developmental Disability DRA: Developmental Reading Assessment DSO: Developmental Services Ontario DSW: Developmental Services Worker DTP: Day Treatment Program E: English EA: Educational Assistant EAP: Elementary Alternative Program ECE: Early Childhood Educator ED: Executive Director EI: Early Intervention ELD: English Literacy Development ELL: English Language Learner/Learning EPO: Education Programs – Other EQAO: Education Quality and Accountability Office ERI: Early Reading Intervention ESL: English as a Second Language ETFO: Elementary Teachers Federation of Ontario F&P: Fountas & Pinnell FI: French Immersion FM: Frequency Modulation FNMI: First Nations Métis and Inuit FTE: Full-Time Equivalent GB+: Groupe Beauchemin GSN: Grants for Student Needs HNA: High Needs Amount Hz: Hertz IBI: Intensive Behaviour Intervention
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 1 7 ICFI: Intensive Child and Family Intervention IEP: Individual Education Plan ILC: Independent Learning Course IPC: Individual Plan of Care IPRC: Identification Placement and Review Committee ISNC: Integrated Services for Northern Children ISP: Intensive Support Program IT: Information Technology JK/SK: Junior Kindergarten/Senior Kindergarten K Course: Non-credit course LDAO: Learning Disabilities Association of Ontario LDAS: Learning Disabilities Association of Sudbury LDCC: Locally Developed Compulsory Credit (Essentials Level) MACSE: Minister’s Advisory Council on Special Education MCCSS: Ministry of Children, Community and Social Services ME: Multiple Exceptionalities MID: Mild Intellectual Disability MIDENT Number: Ministry of Education Identification Number MOD: Modified MOE: Ministry of Education MOHLTC: Ministry of Health and Long-Term Care MOV: Measures of Variability NVCI: Non-violent Crisis Intervention OACAS: Ontario Association for Counselling and Attendance Services ODA: Ontarians with Disabilities Act OEN: Ontario Education Number OESS: Ontario Education Software Service OEYC: Ontario Early Years Centre OFIP: Ontario Focused Intervention Partnership OHRC: Ontario Human Rights Commission OIS: Ontario Interpreter’s Screening OLSAT: Otis Lennon School Achievement Test OnSIS: Ontario Student Information System OPA: Ontario Psychological Association
8 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 1 OSAPAC: Ontario Software Acquisition Program Advisory Committee OSR: Ontario School Record OSSC: Ontario Secondary School Certificate OSSD: Ontario Secondary School Diploma OSSLC: Ontario Secondary School Literacy Course OSSLT: Ontario Secondary School Literacy Test OSSTF: Ontario Secondary School Teachers Federation OT: Occupational Therapy/Therapist PA: Public Address PA: Psychological Associate PAT-II: Phonological Awareness Test-II PCLD: Provincial Committee on Learning Disabilities PD: Professional Development PECS: Picture Exchange Communication System PES: Pathways for Exceptional Students PL: Program Leader PLC: Professional Learning Community P/PM: Policy/Program Memorandum PPVT: Peabody Picture Vocabulary Test PT: Physiotherapy/Physiotherapist RDSB: Rainbow District School Board RTI: Response to Intervention S23: Section 23 SAL: Supervised Alternative Learning SD: Standard Deviation SDHU: Sudbury & District Health Unit SE-01, SE-02, SE-03, SE-04: Special Education Form-1, 2, 3, 4 SEA: Special Equipment Amount SEAC: Special Education Advisory Committee SEPPA: Special Education Per Pupil Amount SERT: Special Education Resource Teacher SHILO: Simulated Healthy Independent Living Opportunities SIP: School Improvement Plan SIP: Special Incidence Portion
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 1 9 SLP: Speech/Language Pathologist/Pathology SS: Student Success TAPS-3: Test of Auditory Processing Skills-3 TAY: Transition Age Youth TLCE: Test of Language Competence-Expanded Edition TSRI: Teacher’s School Readiness Index TTY: Teletypewriters VTRA: Violence Threat Risk Assessment WAIS-IV: Wechsler Adult Intelligence Scale-IV WIAT-III: Weschler Individual Achievement Test-III WISC-V: Weschler Intelligence Scale for Children-V WPPSI-IV: Wechsler Preschool and Primary Scale of Intelligence-IV WJ-III: Woodcock-Johnson-III
10 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 1 Section 2
Roles and Responsibilities Overview of Roles and Responsibilities Superintendent of Special Education & Program ◆ Special Education Board Plan ◆ Special Education budget ◆ Compliance with Special Education Regulations & Education Act ◆ Accountability Principal of Special Education Programs and Services ◆ Management of daily operations and coordination of Central Services ◆ System implementation of Special Education Programs and Services ◆ Supervision and evaluation of Speech and Language Pathology and Communicative Disorders Assistants ◆ Supervision of Central Special Education Staff Chief Psychologist ◆ Supervision and evaluation of Psychological Services ◆ System leadership for Psychological Services staff ◆ Management of system assessments ◆ Collaboration with community partners and initiatives Special Education Consultants/Coordinator ◆ Provision of school support ◆ Coordination of programs and services ◆ Leadership of staff development ◆ IPRC, IEP, and SEA implementation Special Education Professional Support Staff ◆ Provision of information/data to support IPRC/IEP process ◆ Assist with the development of SEA files ◆ Provision of specialized assessments ◆ Provision of information to support program design and implementation ◆ Staff development Special Education Teachers ◆ Delivery of Special Education Programs and Services through: - In-School Team - Identification of learning difficulties - Educational assessment - Consultation with and referral to Central Staff
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 1 Special Education Staff Responsibilities Superintendent of Special Education Programs and Services – Kathy Wachnuk Principal of Special Education Programs and Services – Colleen McDonald Chief Psychologist – Dr. Patricia Ross Mental Health Lead – Mary Jago Special Education Consultants – Paula Gorgichuk, Alexander MacEwan, Joanne Taillon, Tracey Whitehouse Secondary Special Education – Steven Marko, Leslie Hamill K - 12 Special Education Coordinator - Gillian Cacciotti ABA Manager – Brien Managhan
Elementary School Local Area Assignments Manitoulin Espanola Sudbury West Valley North Valley East Alexander MacEwan Alexander MacEwan Alexander MacEwan Joanne Taillon Tracey Whitehouse
Sudbury Central New Sudbury Sudbury South Sudbury East Tracey Whitehouse Tracey Whitehouse Joanne Taillon Joanne Taillon
Central Coordination ABA – Brenda Dumontelle, Paula Gorgichuk, Ashley Kindrat, Brien Managhan BMS – Alexander MacEwan Speech-Language Pathology – Shelley Buckland, Ashley DeCaen, Lara Dopson, Shawna Sterner, Chantal Robert Communication Disorders Assistants – Sandra Tower, Kaitlyn Powers, Andrea McCourt, Vincent Szenteczki, Kristen Herrewynen Early Identification and Intervention – Tracey Whitehouse IPRC Implementation – Joanne Taillon, Leslie Hamill, Steven Marko, Alexander MacEwan, Tracey Whitehouse, Gillian Cacciotti Psychological Services – Sandra Brosseau, Paula Corradini, Stefanie Goulet, Leslie MacLellan Social Workers – Christine McInnes, Allison Orford, Dan Watson, Sarah Jokinen, Celine Charbonneau, Patricia Goeldner, Matthew Riehl, Katy Blanchard-Hytti, Daniella Folino SEA/Assistive Technology – Alexander MacEwan, Leslie Hamill SEAC – Joanne Taillon Transition Planning Preschool Entry – Joanne Taillon | Age 14/Secondary/Adult – Steven Marko Itinerant Teachers ABA – Shawnna Smith, Courtney Defosse, Pina St. George, Monique Whitmore, Shasta Dusick, Amanda Norquay Blind – Kendra Andrews-Ferguson, Kaila Blaseg Deaf – Linda Cecutti, Julie Landry, Jessica Limarilli, Joey-Lynn Henry Assistive Technology Technicians – Chris Cleaver, Chris Griecken
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 Special Education Organization Responsibilities and Accountability
WHO DOES WHAT ACCOUNTABLE TO FOR Ministry of Education ◆ Define, through the Education Act, regulations, and policy/ Public Legislative & Policy Framework program memoranda, the legal obligations of school boards for Special Education regarding the provision of special education programs and Funding for special education services, and prescribes the categories and definitions of exceptionality ◆ Ensure that school boards provide appropriate special education programs and services for their exceptional pupils ◆ Establish the funding for special education through the structure of the funding model consisting of the Pupil Foundation Grant, the Special Education Grant which includes six other allocations ◆ Require school boards to report on their expenditures for special education ◆ Set province-wide standards for curriculum and reporting of achievement ◆ Require school boards to maintain special education plans, review them annually, and submit amendments to the Ministry ◆ Require school boards to establish Special Education Advisory Committees (SEACs) ◆ Establish Special Education Tribunals to hear disputes between parents and school boards regarding the identification and placement of exceptional pupils ◆ Establish a provincial Advisory Council on Special Education to advise the Minister of Education on matters related to special education programs and services ◆ Operate Provincial and Demonstration Schools for students who are deaf, blind, or deaf-blind, or who have severe learning disabilities.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 3 WHO DOES WHAT ACCOUNTABLE TO FOR Superintendent of ◆ Articulate the vision for special education programs and services Director of Education Efficient and effective delivery of Special Education ◆ Develop, maintain and submit to the Minister a Special Education special education programs and Plan that is reviewed (and possibly amended) annually to meet the services within resources available current needs of the exceptional students of the Board ◆ Provide statistical reports to the Ministry Qualifications ◆ Recommend policy and operational procedures that comply with ◆ Certification as the Ministry requirements Supervisory Officer in ◆ the Province of Ontario. Prepare a parent guide to provide parents with information about special education programs, services and procedures ◆ Establishes and communicates direction to system and community partners ◆ Obtains, administers and reports on special education funding ◆ Provide equitable student-based support to schools ◆ Establish and monitor standards for special education programs and services ◆ Establish one or more IPRCs ◆ Establish a Special Education Advisory Committee ◆ Ensure compliance with Act, Regulations, and policy/procedure memoranda ◆ Establish direction for professional learning ◆ Provide professional development to staff on special education
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Principal of Special ◆ Work collaboratively with school staffs to monitor compliance with Superintendent of Special Implementation of special Education Programs Ministry requirements Education education programs and services and Services ◆ Establish and monitor operational procedures for special education programs and services Monitoring of the effectiveness of programs and services ◆ Supervise Central Special Education Staff ◆ Administer budget Positive community and school Qualifications & relationships Experience ◆ Make staffing recommendations to the Superintendent ◆ Proven organizational ◆ Monitor SEA and SIP funding applications to the Ministry and leadership skills ◆ Assist with the development and review of the Special Education ◆ A practical knowledge Plan of current professional ◆ Provide direction and support to parents and elementary and developments secondary schools in the establishment of IPRCs and IEPs ◆ Specialist in Special ◆ Support the work of the SEAC Education ◆ Facilitate the delivery of professional development in special ◆ Principal’s education qualifications ◆ Establish protocols and liaise with community partners ◆ Establish and monitor operational procedures for early identification and early intervention strategies ◆ Prepare reports, documents and statistical information ◆ Lead Integrated Services Meetings ◆ Maintain student files in accordance with the Municipal Freedom of Information and Protection of Privacy Act ◆ Chair the ARD Committee and communicate the decisions of the ARD Committee with schools ◆ Mediate disputes ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 5 WHO DOES WHAT ACCOUNTABLE TO FOR Mental Health Lead ◆ Conducting/Updating board and school level resource mapping to Superintendent of Special Program, student and staff determine areas of strength and need providing leadership for the Education support board mental health team ◆ Providing leadership for the board mental health team Qualifications ◆ Working with senior administration to develop and implement the ◆ Masters level degree board mental health and addiction strategies Ontario College of Social Ethical standards of practice Workers and Social Work in Social Work ◆ Collaborating with board and community professionals to Services Workers ◆ Registered under the promote clear and integrated access to services Ontario College of ◆ Coordinating systematic mental health literacy initiatives in the Social Workers and board Social Work Services Workers ◆ Provide clinical supervision for Social Workers ◆ Ensure professional and ethical compliance with OCSWSSW ◆ Provide consultation to school principals ◆ Provide expertise and leadership in the development of crisis response ◆ Work with the Ministry of Education Special Education Policy and Programs Branch staff to refine the reporting framework ◆ Participate in Ministry led meetings to inform planning at the provincial level ◆ Submit reports to the Ministry of Education and the Board as required throughout the year on project activities and findings ◆ Collaborate with community partners and initiatives to facilitate system navigation on behalf of the school board
6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Chief Psychologist ◆ Ensure regulatory/ethical standards of practice are met Principal of Special Education Program and staff support consistently Programs and Services ◆ Review management of cases, assignments, case problems, issues, and methods of treatment among psychological services Qualifications ◆ Direct testing/evaluation of new admissions and re-evaluation of ◆ Registered under present students College of Psychologists of Consistency in diagnosis/ Ontario identification the College of ◆ Conduct specialized consultation and assessment of students Psychologists of within individual boundaries of competency Ontario ◆ Be familiar with the proper use, application, standardization, norms, reliability, and validity of any tests and techniques used ◆ Establish and maintain records for students referred to psychological services ◆ Communicate results including diagnosis to Special Education Consultants/Coordinators, school staff and parents ◆ Provide written reports of assessment, diagnosis and recommendations to Special Education Consultants/Coordinators, school staff and parents ◆ Hire and assign staff based on need and referral information ◆ Assign psychological services to schools and geographic areas ◆ Interview and assess students that present with difficult complex diagnostic problems and assess psychological status ◆ Supervise and evaluate the performance of psychological services staff. ◆ Prepare reports and document statistical information ◆ Develop and direct training programs ◆ Remain current on psychological research and evidence-informed practice ◆ Participate in Integrated Services Meetings ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 7 WHO DOES WHAT ACCOUNTABLE TO FOR Manager of Applied ◆ Ensure professional and ethical compliance code for behaviour Principal of Special Education Program, student and Behaviour Analysis analysts is followed Programs and Services staff support Services ◆ Oversee the delivery of ABA services across the school board ◆ Conduct functional behaviour assessment and implement behavioural intervention and skill building plans Behaviour Analyst Certification ◆ Qualifications Establish and maintain student referral process Board ◆ Provide behavioural supervision/support to ABA team members ◆ Certified as a Board including BCBA, BCaBA, RBT, and Itinerant Teachers Certified Behaviour Analyst (BCBA) by the ◆ Support ABA capacity building by providing professional Behaviour Analyst development opportunities for educators. Certification Board ◆ Participate as a member of the ARD committee to review student (BACB) placement across system classrooms ◆ 5 years experience ◆ Provide targeted ABA supports to Intensive Support classrooms. as a BCBA ◆ Communicate results of assessment to Special Education ◆ Completed supervisor Consultants, Principals, Teachers and families requirement with ◆ Participate in director and management meetings BACB.
8 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Board Certified ◆ Conduct functional behaviour assessment and implement Manager of Applied Behaviour Program, student and Behaviour Analyst behavioural intervention and skill building plans Analysis Services for clinical staff support ◆ Communicate results of assessment to Special Education supervision in accordance Consultants, Principals, Teachers and families with the Behaviour Analyst Certification Board ◆ Provide consultation to ABA team members including BCaBA’s, Qualifications RBT’s, and Itinerant Teachers ◆ Certified under the ◆ Support ABA capacity building by providing professional Behaviour Analyst development opportunities for educators Certification Board Principal of Special Education ◆ (BACB) Provide targeted ABA supports to Intensive Support classrooms Programs and Services ◆ Participate as a team member at Integrated Services Meetings ◆ Provide supports to students at inclusive educational settings
Behaviour Analyst Certification Board
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 9 WHO DOES WHAT ACCOUNTABLE TO FOR Special Education ◆ Advise and provide support to school staff in relation to Principal of Special Education Consistency in delivery of services Consultant compliance with Ministry requirements Programs and Services according to the Special Education (Elementary) ◆ Provide support to special education staff in the delivery of special Plan education programs and services Program and support staff ◆ Gather information and maintain statistics for the development and review of the Special Education Plan Qualifications & ◆ Support program design for students Experience ◆ Provide case management of students in schools within Local ◆ Ontario Teacher’s Areas and facilitate student referrals to Intake and ARD Certificate ◆ Deliver professional development opportunities ◆ Specialist Certificate ◆ Facilitate the implementation of the IPRC process and attend IPRC in special education meetings for students in Local Area schools that are: or equivalent - Initial IPRC meetings in the Board ◆ Preference will be - Change in exceptionality category given to candidates - Admission to or demission from an ISP who have at least ◆ Facilitate and deliver professional development activities in five years teaching response to individual school and system needs experience including ◆ Provide information to SEAC experience working ◆ Provide public and staff information forums for special education in special education ◆ Develop a Statement of Priorities and a Professional Growth Plan ◆ Experience should indicate strengths in ◆ Ensure the appropriateness of referrals organizational and ◆ Act as a resource to parents, school staff , the Principal and the interpersonal skills Superintendent of Special Education and experience in ◆ Support placements according to the Range of Placement criteria the organization ◆ Support inclusion of exceptional students through differentiated and delivery instruction of professional development for ◆ Remain current in the area of special education teachers ◆ Refer to and liaise with community agencies
10 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Special Education ◆ Provide case management of students with special needs in Consultant schools within Local Areas and coordinate special education services for individual students (Elementary) ◆ Support and monitor authentic parental involvement in the IPRC/ IEP process (Continued) ◆ Support student transitions to and from special education programs and services ◆ Participate as a member of the ARD Committee ◆ Participate in Integrated Services Meetings ◆ Gather student data and information in accordance with the Municipal Freedom of Information and Protection of Privacy Act ◆ Mediate disputes ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 11 WHO DOES WHAT ACCOUNTABLE TO FOR Coordinator of ◆ Advise and provide support to school staff in relation to Principal of Special Education Consistency in delivery of services Secondary Special compliance with Ministry requirements Programs and Services according to the Special Education Education ◆ Provide support to special education staff in the delivery of special Plan (Secondary) education programs and services Program and support staff ◆ Gather information and maintain statistics for the development and review of the Special Education Plan ◆ Support program design for students Qualifications & ◆ Provide case management of students in schools within secondary Experience schools and facilitate student referrals to Intake and ARD ◆ Ontario Teacher’s ◆ Deliver professional development opportunities Certificate ◆ Facilitate the implementation of the IPRC process and attend IPRC ◆ Specialist Certificate meetings for students in secondary schools that are: in Special Education - Initial IPRC meetings in the Board or equivalent - Change in exceptionality category ◆ Preference will be - Admission to or demission from an ISP given to candidates - Transition from elementary to secondary school who have at least ◆ Facilitate and deliver professional development activities in five years teaching response to individual school and system needs experience including experience working ◆ Provide information to SEAC in special education ◆ Provide public and staff information forums for special education ◆ Experience should ◆ Develop a Statement of Priorities and a Professional Growth Plan indicate strengths in ◆ Ensure the appropriateness of referrals organizational and ◆ Act as a resource to parents, school staff , the Principal and the interpersonal skills Superintendent of Special Education and experience in the organization ◆ Support placements according to the Range of Placement criteria and delivery ◆ Support inclusion of exceptional students through differentiated of professional instruction development ◆ Remain current in the area of special education for teachers ◆ Refer to and liaise with community agencies
12 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Coordinator of ◆ Provide case management of students with special needs in Secondary Special secondary schools and coordinate special education services for Education individual students (Secondary) ◆ Support and monitor authentic parental involvement in the IPRC/ IEP process
(Continued) ◆ Support student transitions to and from special education programs and services ◆ Participate as a member of the ARD Committee ◆ Participate in Integrated Services Meetings ◆ Gather student data and information in accordance with the Municipal Freedom of Information and Protection of Privacy Act ◆ Mediate disputes ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 13 WHO DOES WHAT ACCOUNTABLE TO FOR K-12 Coordinator of ◆ Advise and provide support to school staff in relation to Principal of Special Education Special Education compliance with Ministry requirements Programs and Services ◆ Provide support to special education staff in the delivery of special education programs and services ◆ Gather information and maintain statistics for the development Qualifications & and review of the Special Education Plan Experience ◆ Support program design for students ◆ Ontario Teacher’s ◆ Provide case management of students in schools within Local Certificate Areas and facilitate student referrals to Intake and ARD ◆ Specialist Certificate ◆ Deliver professional development opportunities in Special Education ◆ Facilitate the implementation of the IPRC process and attend IPRC ◆ Preference will be meetings for students in secondary schools that are: given to candidates - Initial IPRC meetings in the Board who have at least - Change in exceptionality category five years teaching - Admission to or demission from an ISP experience including - Transition from elementary to secondary school experience working ◆ Facilitate and deliver professional development activities in in special education response to individual school and system needs ◆ Experience should ◆ Provide information to SEAC indicate strengths in organizational and ◆ Provide public and staff information forums for special education interpersonal skills ◆ Develop a Statement of Priorities and a Professional Growth Plan and experience in ◆ Ensure the appropriateness of referrals the organization ◆ Act as a resource to parents, school staff , the Principal and the and delivery Superintendent of Special Education of professional development for ◆ Support placements according to the Range of Placement criteria teachers ◆ Support inclusion of exceptional students through differentiated instruction ◆ Remain current in the area of special education ◆ Refer to and liaise with community agencies
14 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR K-12 Coordinator of ◆ Provide case management of students with special needs in Special Education secondary schools and coordinate special education services for individual students (continued) ◆ Support and monitor authentic parental involvement in the IPRC/ IEP process ◆ Support student transitions to and from special education programs and services ◆ Participate as a member of the ARD Committee ◆ Participate in Integrated Services Meetings ◆ Gather student data and information in accordance with the Municipal Freedom of Information and Protection of Privacy Act ◆ Mediate disputes ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 15 WHO DOES WHAT ACCOUNTABLE TO FOR Psychologist/ ◆ Conduct specialized consultation and assessment of students Principal of Special Education Program and staff support Psychological Associate within individual boundaries of competency Programs and Services ◆ Be familiar with the proper use, application, standardization, norms, reliability, and validity of any tests and techniques used ◆ Establish and maintain records for students referred to Consistency in diagnosis/ Qualifications psychological services College of Psychologists of identification Ontario ◆ Registered under ◆ Communicate results including diagnosis to Special Education the College of Consultants/Coordinators, school staff and parents Psychologists of ◆ Ontario Provide written reports of assessment, diagnosis and recommendations to Special Education Consultants/Coordinators, school staff and parents ◆ Provide information/data for IPRC, SEA files and program design and implementation ◆ Provide clinical supervision of Psychometrists ◆ Provide consultation to psychological assessments conducted outside of the Board ◆ Consult with community health care providers ◆ Initiate direct referrals to the Pediatric Clinic through CCN ◆ Maintain individual knowledge, skill and competency with respect to current professional and scientific developments that are related to individual areas of practice and the provision of services ◆ Act as a resource to parents, school staff , the Principal and the Superintendent of Special Education ◆ Conduct Board-wide screening of students’ individual learning needs ◆ Respond to requests for information from other school boards or medical professionals ◆ Participate in Integrated Services Meetings ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
16 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Psychometrist ◆ Under the supervision of the Psychologist/Psychological Associate: Psychologist or Psychological Consistency in identification - Conduct specialized assessment of students Associate for clinical Program support - Communicate results to Special Education Consultants/ supervision in accordance Coordinators, school staff and parents with the Regulated Health Qualifications - Establish and maintain records for students referred to Professions Act psychological services ◆ Masters level degree Principal of Special Education - Provide written reports to Special Education Consultants/ predominantly in Programs and Services Coordinators, school staff and parents psychology ◆ Be familiar with the proper use, application, standardization, norms, reliability, and validity of any tests and techniques used ◆ Provide information/data for IPRC, SEA files and program design and implementation ◆ Participate in Integrated Services Meetings ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 17 WHO DOES WHAT ACCOUNTABLE TO FOR Speech and Language ◆ Conduct specialized consultation and assessment of students Principal of Special Education Program and staff support Pathologist within individual boundaries of competency Programs and Services ◆ Be familiar with the proper use, application, standardization, norms, reliability, and validity of any tests and techniques used ◆ Establish and maintain records for students referred to speech and College of Audiologists Compliance with College of Qualifications language services and Speech and Language Audiologists and Speech and Language Pathologists of Ontario ◆ Registered under the ◆ Communicate results to Special Education Consultants/ Pathologists of Ontario regulations College of Audiologists Coordinators, school staff and parents and Speech-Language ◆ Pathologists of Ontario Provide written reports of assessment, clinical impressions and recommendations to Special Education Consultants/Coordinators, school staff and parents ◆ Provide information/data for IPRC and program design and implementation ◆ Provide speech-language intervention for students in schools ◆ Provide clinical supervision of Communicative Disorder Assistants ◆ Provide consultation to speech and language assessments conducted outside of the Board ◆ Consult with community health care providers ◆ Maintain individual knowledge, skill and competency with respect to current professional and scientific developments that are related to individual areas of practice and the provision of services ◆ Act as a resource to parents, school staff , the Principal and the Superintendent of Special Education ◆ Respond to requests for information from other school boards or medical professionals ◆ Participate in Integrated Services Meetings ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
18 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Special Needs Training ◆ Provide ongoing training to Classroom Teachers, Special Education Principal of Special Education Direct and indirect services and Program Officer Teachers, Educational Assistants, Administrators, etc. in the area of Programs and Services to students with ASD Autism ◆ Observe students with ASD in both self-contained and regular class placements to provide input regarding the programming needs of the students and to support the teaching team in the implementation of the individual programs ◆ Consult with school staff regarding challenges related to program implementation and provide suggested strategies, techniques and resources to assist staff ◆ Complete written reports related to class/student observations and share the report with all pertinent stakeholders ◆ Take part in school team meetings, parent meeting, etc. as requested when discussion centres around the programming needs of students with ASD ◆ Model explicit strategies for the teaching team in the classroom environment and provide professional development opportunities to Educational Assistants and Special Education Teachers as well as Administration and Classroom Teachers (workshops, school staff meetings, divisional meetings, module training, etc.) ◆ Participate in Integrated Services Meetings ◆ Provide feedback to the Principal of Special Education and the Superintendent of Schools responsible for Special Education on issues related to ASD ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 19 WHO DOES WHAT ACCOUNTABLE TO FOR Social Worker ◆ Provide feedback to the Chief Psychologist and the Mental Health Lead Direct and indirect support Superintendent of Schools responsible for Special Education on for students and staffs issues related to mental health ◆ Receive and triage student referrals from school Principals Ontario College of Social Qualifications Workers and Social Service ◆ Work with school staffs to identify and help in removing obstacles Workers ◆ Masters level degree that interfere with a student’s ability to learn and to meet with in Social Work academic success ◆ Registered under the ◆ Perform clinical assessments and counselling of individual Ontario College of students experiencing social, emotional, and /or behavioural Social Workers and difficulties Social Service Workers ◆ Conduct social work assessments and create and implement treatment plans for students and their families as required ◆ Provide individual and family treatment to students and families ◆ Consult and collaborate with school personnel and community agencies to provide for the well-being of students ◆ Provide individual and family support after school hours on a regular basis ◆ Provide ongoing evaluation of treatment plans to ensure efficiency and accuracy of treatment ◆ Participate in crisis intervention ◆ Provide direction and leadership to Mental Health Nurses within the Board ◆ Work collaboratively with other staff providing support services to students (e.g. Public Health Nurses, Mental Health Nurses, Attendance Counsellors, Aboriginal Support Workers) ◆ Conduct parent education groups ◆ Develop policies, procedures, and protocols on the delivery of social worker services ◆ Other duties as assigned by the Chief Psychologist/Mental Health Lead
20 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Itinerant Teacher – ◆ Provide ABA related strategies and resources to teachers. Principal of Special Education Program, student and Applied Behaviour Includes modelling, role-plan and feedback Programs and Services staff support Analysis (ABA) ◆ Provide professional development training for school board staff including Educational Assistants, Teachers, and Special Education Resource Teachers ◆ Support Intensive Support Program classrooms with individualized Manager of Applied Behaviour Qualifications and group strategies Analysis Services ◆ Ontario Teacher’s ◆ Provide target social skills training in Early Intervention classrooms Certificate ◆ Support inclusion initiatives at identified schools ◆ Specialist Certificate in ◆ Participate in classroom-based behavioural consultation Special Education ◆ Participate in school and family feedback meetings ◆ Demonstrated experience and ◆ Participate in regular ABA team meetings knowledge in ◆ Deliver services in collaboration with Board Certified Behaviour the field of ABA Analyst
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 21 WHO DOES WHAT ACCOUNTABLE TO FOR Itinerant Teacher of the ◆ Provide direct instruction to students who are deaf and hard Principal of Special Education Direct and indirect services Deaf/ Hard of Hearing of hearing Programs and Services to students who are deaf and ◆ Make recommendations for FM systems and Free Field systems hard of hearing ◆ Care for and maintain all personal FM systems and free field sound systems used by students in the Board Qualifications ◆ Provide in-service training and education regarding the use of FM ◆ Ontario Teacher’s equipment and free field sound systems to school staffs Certificate ◆ Develop academic programming for deaf and hard of hearing ◆ Specialist Certificate students through observation and assessment in Deaf Education ◆ Provide in-service to school staffs about the impact of hearing loss ◆ Specialist Certification on learning and communication in Special Education ◆ Share specific strategies to be used when teaching students who are deaf or hard of hearing with all school staffs ◆ Read and interpret audiograms for school staffs ◆ Attend IPRC meetings as required ◆ Develop, implement and review IEPs with the Classroom Teacher, parents/students and other professionals ◆ Act as a resource person to parents and community agencies ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
22 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Itinerant Teacher of the ◆ Provide direct instruction to students who are blind/low vision Principal of Special Education Direct and indirect services to Blind/ Low Vision ◆ Prepare equipment purchase requests Programs and Services students who are blind/low vision ◆ Provide in-service training and education in regards to equipment ◆ Share specific strategies to be used with students who are blind/ Qualifications low vision with all school personnel ◆ Act as a liaison between community and outside agencies such as ◆ Ontario Teacher’s Certificate the CNIB and W. Ross Macdonald School ◆ Assist with preparation of application for admissions to and ◆ Specialist Teacher of the Blind demission from W. Ross Macdonald School ◆ Act as a resource to all Central Special Education Staff in cases ◆ Specialist Certification in Special Education where blind/low vision is suspected or diagnosed ◆ Act as a resource and liaise with parents ◆ Attend IPRC meetings as required ◆ Develop, implement and review the IEP with the Classroom Teacher, parents, the student (if applicable) and other professionals ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 23 WHO DOES WHAT ACCOUNTABLE TO FOR Principal ◆ Ensure compliance with Act and Regulations Superintendent of Schools Teacher performance and student ◆ Communicate Ministry and Board expectations to staff achievement ◆ Ensure qualified staff are assigned to teacher of special education Qualifications ◆ Supervise staff ◆ ◆ Proven organizational Supervise special education program and leadership skills ◆ Communicate Board policies and procedures to parents and ◆ A practical knowledge community agencies of current professional ◆ Ensure that the identification and placement of exceptional developments students is carried out according to the Act and Regulations ◆ Principal’s ◆ Consult with parents and school board staff to determine the most qualifications appropriate program for exceptional students ◆ Ensure the development, implementation and review of the IEP (including transition plan) as required by IEP Standards and Regulations 181, PPM 140, and PPM 156 ◆ Ensure parental consultation in the development of the IEP and ensure that parents receive copy ◆ Ensure the delivery of programs set out in the IEPs and monitor their effectiveness ◆ Request assessments and obtain parental consent
24 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Special Education ◆ Comply with Act and regulations Principal Program delivery to exceptional Teacher ◆ Comply with Board policies and procedures students ◆ Maintain up to date knowledge of special education procedures and practices Qualifications ◆ Support early identification and early intervention ◆ Provide educational assessments (standardized and performance ◆ Ontario Teacher’s Certificate based) and prepare assessment reports ◆ Coordinate, support implementation and review the IEP for all ◆ Specialist Certification in Special Education exceptional students with the Classroom Teacher, parents, student (preferred) (if applicable) and other professionals ◆ Coordinate, support implementation and review the Transition Plan (when required) for all exceptional students with the classroom teacher, parents, student (if applicable) and other professionals ◆ Facilitate differentiated classroom instruction ◆ Communicate program accommodations and modified curriculum expectations and progress to staff and parents ◆ Provide direct support to exceptional students ◆ Maintain partnerships with community agencies under other provincial ministries ◆ Project a positive image of special education programs and services in the Board ◆ Facilitate the operation of the In-School Team ◆ Participate in working meetings, Intake, IPRC meetings and parent meetings ◆ Collaborate with Central Special Education Staff ◆ Plan and direct the activities of Educational Assistants ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 25 WHO DOES WHAT ACCOUNTABLE TO FOR Program Leader of ◆ Responsible for the day to day operation of special education Principal Delivery of service Special Education programs and services within the school ◆ Ensure compliance within the school with all Ministry standards and initiatives (i.e. IEPs, Transition Planning, SEA equipment, etc.) ◆ Ensure compliance with the guidelines established in the Board Qualifications Special Education Plan ◆ Ontario Teacher’s ◆ Schedule and convene meetings within the school pertaining Certificate to programming for exceptional students (i.e. IPRCs, working ◆ Specialist Certification meetings, In-School Team Meetings, etc.) in Special Education ◆ Communicate the needs of exceptional students to classroom (preferred) teachers and administration ◆ Ensure the needs of exceptional students, as outlined in their IEPs, are being addressed ◆ Act as a resource to classroom teachers regarding strategies/ accommodations for exceptional students ◆ Monitor the progress of exceptional students and communicate the progress to parents and other pertinent professionals, as required ◆ Represent the interests of exceptional students in all school initiatives ◆ Act as a liaison with other program leaders to ensure that the needs of exceptional students are being addressed within subject disciplines ◆ Advocate for the needs of exceptional students within the school on an ongoing basis ◆ Administer formal and informal assessment instruments and prepare pertinent documentation in order to accurately represent the needs of exceptional students ◆ Communicate directly with the Coordinator of Secondary Special Education to ensure compliance with Ministry and Board initiatives
26 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Classroom Teacher ◆ Carry out duties as required by Education Act, Regulations and Principal Program delivery policy/program memorandum ◆ Follows Board policy ◆ Maintains up-to-date knowledge of special education practices Qualifications ◆ Provides differentiated classroom instruction ◆ Ontario Teacher’s Certificate ◆ Attend IPRC and IEP meetings ◆ Provides accommodations to instruction and where applicable, modified curriculum expectations as outlined in the IEP ◆ Collaborates with the Special Education Teacher to: - Establish and understand the needs of exceptional students as identified on the SE-4 - Develop IEPs for exceptional students which reflect modified curriculum expectations and accommodations - Communicate progress with parents, student and other professionals - Update the IEP
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 27 WHO DOES WHAT ACCOUNTABLE TO FOR Educational Assistant ◆ Support identified students to achieve individual goals Principal for staff supervision Delivery of service to students ◆ Follow Board policy and operations Special Education Teacher with special/exceptional needs ◆ Observe and document behaviours both academic and otherwise, for program as directed by a Special Education Teacher Qualifications ◆ Deliver program as directed by a Special Education Teacher as ◆ DSW delineated in the IEPs of students with special needs ◆ Document daily activities and/or student progress in relation to the expectations established in the IEPs of the exceptional students with whom he or she works ◆ Participate in working meetings (where applicable) with Special Education Consultant, Psychological Services Staff, Special Education Teacher and Classroom Teacher (if applicable) to provide input into the delivery model when requested ◆ Attend to the various physical and safety needs of exceptional students, some of which may include lifting, toileting, administration of medications, basic care and the use of Behaviour Management Systems ◆ Participate in training for individual care that may be required for individual exceptional students ◆ Participate in professional development activities as prescribed by the Board ◆ Communicate (with the knowledge of the Special Education Teacher) with parents regarding matters unrelated to assessment/ programming, e.g. daily events such as lost books, missing glasses, etc. ◆ Projects positive image of special education programs and services in the Board ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
28 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Educational Assistant The following tasks are outside the Scope of Practice of an (Continued) Educational Assistant ◆ Test, evaluate or in any way interpret assessment data including tests and other evaluations of exceptional students ◆ Meet with a parent of an exceptional student concerning any matter regarding student programming without the presence of the Special Education Teacher or the Principal ◆ Provide a diagnosis or direction for treatment or programming of an exceptional student ◆ Disclose information about a student to anyone other than the working meeting team, Principal and/or the CAS ◆ Make recommendations or referrals for additional services or to outside agencies
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 29 WHO DOES WHAT ACCOUNTABLE TO FOR Communicative ◆ Work under the direction of a clinical Speech and Language Principal of Special Education Direct intervention to students Disorders Assistant Pathologist Programs and Services for with speech and language needs ◆ Prepare observational reports on children for the Speech and staff supervision Language Pathologist Speech and Language ◆ Support the integration of exceptional children in the regular Pathologist for clinical Qualifications school program supervision ◆ Degree or diploma ◆ Implement speech/language programs to support goals selected and a Post Graduate by a Speech and Language Pathologist certificate from ◆ an accredited Speech/language screening under the direction/supervision of a Communicative Speech Language Pathologist Disorders Assistant ◆ Knowledge of physiological and functional speech/language and Program hearing disorders ◆ Must be registered ◆ Maintain and expand individual knowledge, skill and competency with CDAAC with respect to current professional and scientific developments that are related to the provision of services ◆ Prepare written and oral progress reports ◆ Demonstrate awareness of and sensitivity to underlying behaviour which could contribute to a language dysfunction ◆ Participate as a team member and demonstrate appropriate interpersonal skills ◆ Demonstrate professional and ethical behaviour ◆ Other duties as assigned by the Superintendent of Schools responsible for Special Education
30 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Attendance Counsellor ◆ Promote regular school attendance and inquire into all cases of Principal of Student Success Student attendance non-attendance referred by school personnel and/or ratepayers as per Section 26(4) of the Education Act ◆ Initiate court proceedings for students and families around Qualifications truancy issues ◆ Diploma in social ◆ Prepare for SAL meetings and the supervision of students released services from regular school attendance under the Ontario Regulation ◆ Certified child care 374/10 made under the Education Act worker ◆ Present students to the SAL committee and monitor their progress ◆ Attendance Counsellor ◆ Accept referrals from Administrators for JK to Grade 12 students Certification Course with prolonged absences (15 days minimum) through the Ontario ◆ Consult with school personnel and parents and examine patterns Association For of irregular attendance Counselling And Attendance Services ◆ Work with students to continue their education, helping them return to their regular classes or attend modified or alternative programs ◆ Keep updated on legislative changes through OACAS Lifeline Journal and information forwarded by the Provincial School Attendance Counsellor ◆ Submit to the Superintendent of Schools a statistical report regarding court cases and SAL students for September 30th Board Report to the Ministry
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 31 WHO DOES WHAT ACCOUNTABLE TO FOR Intervener ◆ Provide communication between the deafblind student Special Education Teacher Delivery of service and his/her environment ◆ Provide one-to-one instructional support utilizing the total program plan for the deafblind student Qualifications ◆ Build the language, life skills and concept development of the ◆ DSW with additional student through an activity-based program training and ◆ Provide holistic meaning to the student’s daily living by bridging experience the activities of the home, school and community ◆ Provide access to auditory, visual and tactile information by means of a variety of communication methods ◆ Act as a sighted guide ◆ Provide information in the student’s preferred method of communication (can include: visual/tactile sign language, two hand manual, Braille, large print notes, communication boards or other chosen methods)
32 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Interpreter for the ◆ Follow Board policy Itinerant Teacher of the Deaf/ Accurate transmission Deaf/Hard of Hearing ◆ Accurately relay instructional information, including the subtleties Hard of Hearing for program of information/stimuli and nuances that speech conveys supervision ◆ Transmit a student’s questions or replies to the teacher in the Principal for staff supervision language level used by the student Qualifications ◆ Be competent and knowledgeable in the terms/class material ◆ Certified Interpreter of the academic subject being interpreted which may require additional study on behalf of the interpreter prior to the teacher presenting the lessons to the class ◆ Inform the Classroom Teacher(s) and student, at the beginning of each school term, of the proper method of utilizing an Interpreter in an educational setting ◆ Conduct themselves in a manner reflecting their membership in the educational team ◆ Display professional conduct, wear appropriate dress, follow school rules and maintain confidentiality of student information ◆ Clarify short amounts of information during a class (however, if further explanation of course material is required this will be done at a later time by the Classroom Teacher or the Teacher of the Deaf/ Hard of Hearing) ◆ Assume personal responsibility for the improvement of their skills by attending workshops, participating in study groups, attending conferences and professional meetings in their area of expertise ◆ Work toward obtaining their OIS certification Note: There are ethical standards that govern the behaviour of professional interpreters both in and out of the classroom setting:
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 33 WHO DOES WHAT ACCOUNTABLE TO FOR Interpreter for the ◆ Interpreters shall keep all classroom related information strictly Deaf/Hard of Hearing confidential (Continued) ◆ If required, discuss the student’s functioning in the interpreting situation with the Classroom Teacher directly involved or the school Principal, as a members of an educational team (it is the Principal and Classroom Teacher’s responsibility to convey student information to parents, or other staff involved with the student) ◆ Accurately transmit all information being communicated in a classroom among the Classroom Teacher, student and peers including environmental stimuli (e.g., P.A., fire alarm, etc.) ◆ Render the message faithfully, conveying the content and spirit of the speaker, using the language most readily understood by the person(s) being served (some students may rely more upon speech and speech reading to convey ideas while other students may rely more upon sign language) ◆ Shall not interject personal opinions into conversations, offer advice or counsel the student or the Classroom Teacher In Addition: ◆ At all times, the Interpreter will encourage the student to be independent and ensures that the student and teacher speak directly to each other while acting as a facilitator of communication ◆ Refer any questions regarding hearing loss, use of FM equipment, or speech to the Special Educational Consultant/Coordinator and/ or the Teacher of the Deaf/Hard of Hearing ◆ Refer any issues of discipline of students to the Classroom Teacher ◆ (See Provision of Interpreters and Note Takers)
34 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Parent/Guardian ◆ Become familiar with and informed about Board policies and Student Carrying out his/her duties procedures in relation to his/her child ◆ Participate in IPRCs, parent-teacher conferences and other relevant school activities ◆ Participate in the development of the IEP ◆ Provide input into the implementation and review of the IEP with the school team and other professionals ◆ Become acquainted with and supports the school staff working with his/her child ◆ Support the student at home ◆ Work with the Principal and teachers to solve problems ◆ Is responsible for the student’s attendance
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 35 WHO DOES WHAT ACCOUNTABLE TO FOR Student ◆ Comply with the requirements of the Education Act, Regulations Parent/Guardian Carrying out his/her duties and policy/program memorandum Classroom Teacher ◆ Comply with Board policies ◆ Participate in IPRCs, parent-teacher conferences and other activities as appropriate ◆ Cooperate with staff ◆ Work with staff to solve problems ◆ Participate in the development and review of the IEP (if applicable)
36 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 WHO DOES WHAT ACCOUNTABLE TO FOR Special Education ◆ Make recommendations to the Board in matters affecting the Community agencies Carrying out his/her duties Advisory Committee establishment, development and delivery of special education programs and services for exceptional students of the Board ◆ Participate in the Board’s annual review of its Special Education Plan ◆ Participate in the Board’s annual budget process as it relates to special education ◆ Review the financial statements of the Board as they relate to special education ◆ Provides information to parents ◆ Act as a liaison with community associations/agencies
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 37 Provision of Interpreters and Note Takers To qualify for the provision of a sign language interpreter or a computerized note taker, a recent audiogram will demonstrate a severe to profound bilateral sensorineural hearing loss. Hearing aids, and possibly a personal FM system, should also be prescribed for the student by an audiologist. However, it is recognized that some older students may choose not to use amplification devices. Individuals must be enrolled as full time students in their community school. They should be mainstreamed with hearing peers for academic subjects for more than 50 percent of the school day. Students will be working at grade level or have an Individual Education Plan in which they are working on curriculum expectations not more than two grade levels below their same age hearing peers. Sign Language Interpreters may be provided to any elementary or secondary student whose primary means of communication is Sign Language. Note takers may be provided to those senior high school students whose primary means of communication is spoken English. In rare instances, a senior high school student may qualify for both a sign language interpreter and a computerized note taker. The student must use Sign Language as his/her primary means of communication and be enrolled in challenging academic subjects delivered through lecture format and with limited use of a textbook. In all other instances, the school will accommodate the student’s needs by providing photocopies of a model student’s notebook. The Rainbow District School Board provides qualified sign language interpreters or appropriately qualified computerized note takers based on availability. These skilled individuals are in high demand and short supply within Northern Ontario.
38 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 2 Section 3
Identification Procedures and Strategies Philosophy Early identification procedures are part of continuous and ongoing assessment and program planning process that is initiated when a child first enrolls in school (Policy/Program Memorandum No. 11). The goal of this process is to identify the abilities of early learners. It is designed to support the child and the classroom teacher by identifying appropriate supports as required for success in school. The process includes a general interview and observation of all pupils at entry, a finer assessment of certain skill areas and a full assessment of a few. Preamble The Rainbow District School Board recognizes that all children are beneficiaries of highly diverse environmental, social, cultural and linguistic experiences. A supportive teacher who provides responsive programs suited to young children’s interests and inquiries and who provides positive reactions to developing competencies and attitudes is a very reliable authority for deciding what a child can and cannot do. Creating classroom contexts that enable young children to show what they know and are able to do independently and with support is the first priority (Vygotsky). A play based inquiry approach to learning opportunities, rich with literacy, mathematics, technology, science, the arts, and outdoor experiences provides children with multiple opportunities to show what they know and can do and promotes growth and development. The focus of early identification is on identifying learning strengths. Qualities of learning are noted and goals for children are set in relation to developmental benchmarks and curriculum expectations. Documentation makes children’s learning in Early Learning-Kindergarten visible and provides a basis for understanding learning and identifying subsequent steps in program planning. Learning stories will be used to develop each child’s sense of efficacy and belief in his/ her personal competence. Children’s reflection and self-assessment on their learning both individually and in groups will be encouraged. Teachers will involve parents/guardians as collaborative partners. Communication with community partners will be developed in order to provide support networks that will enhance the well-being of all children. Consideration for Cultural and Linguistic Diversity Caution will be exercised when interpreting the assessments for children whose first language in not English, or whose cultural experiences in the home differ significantly for those of the mainstream school population. As with formal assessment measures, consideration must be given to the validity of the interpretation of the children’s performance, if the instrument has not been based on the same culture and language. In the Rainbow District School Board, we recognize that children from First Nation communities may present with First Nation English Dialect, a form of English that differs from the English used in schools. Teachers will seek guidance from school Board personnel or community resource people familiar with the culture in order to make appropriate and accurate inferences and instructional judgments.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 1 1. Guiding Principles for Early Identification 1.1 Early identification procedures facilitate an understanding of children’s learning as early as possible. 1.2 Early identification procedures involve the participation of teachers and parents/ guardians while promoting community involvement. 1.3 The process includes on-going observation and assessment of the child’s emotional, cognitive, language, social and physical development. 1.4 Early identification procedures are instrumental in providing information for program planning. 1.5 Coordination and cooperation with community partners is essential in providing the best, most efficient service and support possible for children. 1.6 Early identification and engagement with appropriate services and programs during the early years, assist children to develop appropriate skills. 1.7 Variations in developmental patterns will be considered prior to instituting formal special education procedures. 2. The Teacher’s Role in Early Identification includes: 2.1 Interviewing the family prior to the child attending school. 2.2 Scheduling staggered entry for children new to the school in the Kindergarten program. 2.3 Offering programs which addresses the “whole child” and encompasses all aspects of the child’s growth and development – social, emotional, physical and cognitive (consistent with the expectations of the Kindergarten program). 2.4 Observing the child and assessing development in the following areas: ◆ Personal and social (including adjustment to school) ◆ Language (including speech articulation) ◆ Cognitive (including meaning making, problem solving, inquiry, theory making) ◆ Physical (including fine and gross motor) ◆ Overall well-being and health 2.5 Meeting with SERT and Principal in the fall to review and to highlight any risk factors. 2.6 Meeting with parents/guardians in the fall for a family conference focused on the child’s learning styles, interest and strengths 2.7 Encouraging parents to provide an assessment of vision, hearing, speech and language skills, self-help skills, social-emotional maturity, and cognitive development through community agencies who offer the service. 2.8 Referring the child to the special education resource teacher for an in-school assessment. (Fill in SE1 and refer to flow chart on page 10 & 11). 2.9 Attending In-School Team meetings, case conferences, and parent/teacher meetings as required.
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 2.10 Implementing strategies to address identified next steps. 2.11 Developing Individual Education Plans (IEP’s) as required and in conjunction with the parent/guardian, supported by the SERT and Principal. 2.12 Communicating the steps taken to parents/guardians. Note: Referral for formal psycho-educational assessment normally does not occur in the Kindergarten or early primary years due to the lack of reliability of normative assessment results in very young children. 3. The Parent’s/Guardian’s Role in Early Identification includes: 3.1 Conferencing with the principal, the special education consultant, the classroom teacher and the special education resource teacher prior to school entry when a pre-school diagnosis has been made. 3.2 Sharing information with the classroom teacher to complete the health and social history form. 3.3 Ensuring that their child has had a vision, hearing and medical tests/immunization, and check-ups. 3.4 Sharing information on an on-going basis regarding their child (diagnosis, medial concerns, available assessments, expectations, outside agency involvement if any). 3.5 Sharing concerns about the child’s development with the classroom teacher. 3.6 Participating in the development of Individual Education Plans (IEP’s) where applicable. 3.7 Keeping informed with regard to Special Education policies and procedures (e.g. reading “Guide to Special Education for Parents/Guardians” prior to attending an IPRC meeting). 3.8 Attending parent/teacher meetings, case conferences, IPRC’s as required.
4. Procedures for Assessment, Referral, Identification and Program Planning for Children who may require Special Education Programs and Services: 4.1 Transition Planning for Young Children with Special Needs (see chart) 4.2 Speech/Language Transition Planning (see page 5) 4.3 Early and Ongoing Assessments (see chart) 4.4 Early Identification Program Planning
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 3 4.1 Transition Planning for Young Children with Special Needs
PERSON ACTIVITY PURPOSE WHEN HOW RESPONSIBLE 1. Participate in ◆ determine services required Special Education January ◆ Child and information ◆ share information with Consultant Community meeting agencies regarding responsible for Resources gathers organized transition planning School Entry information from by Child and parents and Day Community ◆ review and discuss potential Care centres in Resources school placements preparation for ◆ recommend appropriate enrolment and support staff placement in ◆ receive information package Rainbow Schools detailing special needs of ◆ Case Manager each children and release of calls Consultant information forms responsible for entry process to arrange date of meeting
2. Involve ◆ make recommendation for Special Education January ◆ Telephone contact or Superintendent supports for September Consultant email message of Special (placement, staff, responsible for Education equipment) School Entry 3. Contact ◆ inform consultant and Special Education January ◆ Telephone contact or consultant principal of possible Consultant email message and principal placement of children with responsible for of receiving special needs School Entry school 4. Arrange Case ◆ arrange case conference Special Education February ◆ Telephone contact Conference with Child and Community Consultant Resources, Day Care staff, responsible for Children’s Treatment Centre, School Entry parents, consultants, principals and other people as required
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 5. Case ◆ share information from Day Special Education March ◆ Child and Conference Care staff to ensure school Consultant Community success responsible for Resources will invite ◆ develop an effective School Entry parents and Day Care entry transition plan, staff. Consultant including transportation responsible for arrangements, equipment school entry will invite school staff ◆ allow parents to meet and central staff as school staff required. ◆ explain entry process ◆ discuss and clarify information in information package ◆ discuss placement options ◆ arrange visits to schools as desired by parents
6. Arrange visit ◆ observe child Special Education March ◆ Telephone contact, with Day Care if ◆ discuss existing program Consultant visit applicable with Day Care staff responsible for School Entry 7. Possible IPRC ◆ arrange an IPRC meeting Special Education May ◆ Normal IPRC process, with the receiving school Consultant initiated by the Special Education Principal of Consultant receiving school 4.2 Speech/Language Transition Planning: ◆ Community based preschool speech and language providers (i.e. Neo Kids CTC and Wordplay) will share a copy of their preschool reports with RDSB Speech Language Pathologists for all new 1st year and 2nd year Kindergarten children entering RDSB. ◆ An RDSB Speech Language Pathologist is available to consult with the preschool Speech and Language Pathologist to transfer information upon request. ◆ A copy of the Preschool Speech Language Pathology report will be forwarded to the school SERT for filing in the OSR. ◆ The Special Education Consultant is informed of the children’s involvement with the Preschool Speech and Language Services through Preschool Transition Meetings. ◆ A case conference with the Special Education Consultant, Board designate, Child and with other service agencies involved (Wordplay, Neo-Kids CTC, Child and Community Resources, Children’s Aid Society, etc.) in attendant will be convened for children who may have an exceptionality and require multiple services.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 5 4.3 Early and On-going Assessments
GRADE ASSESSMENT TOOL STRATEGY TIME OF YEAR Pre-School Best Start Word Play Pamphlet will be Kindergarten Community Care distributed at time of registration. registration Network Parents can self-refer after Welcome to completing checklist. Word Play Kindergarten 15-20% of children will be identified for individual assessment (hearing, vision, dental, general development, speech and language, nutrition) Kindergarten Portfolios The contents from early and September-June year 1 ongoing assessments will become part of ongoing assessment and will be passed onto the grade one teacher. Kindergarten Pre-Entry Interview At registration, the school secretary September year 1 (Social Health History or teacher will set a time for the Form) family to meet with the teacher before starting school. The teacher meets with each parent/guardian prior to school entry and the Social Health History Form is completed with the parent. Each child will participate in staggered entry during the first week of school as an orientation. Staggered Entry The teacher will observe the child in the classroom environment. Kindergarten TSRI - Behaviour The teacher identifies students November year 1 Appendix who may require support and/or individual strategies to support self regulation
Kindergarten Conversation Sample It is recommended that the December (ongoing year 1 teacher converse with each child to monitor progress) to assess speech and language development. (Refer to Chapter 8 of the Early Intervention and Identification Binder: Speech and Language Developmental chart) Kindergarten TSRI - Fluency The teacher identifies students May year 1 who may require supports for language development. The teacher will apply the following benchmark: -Verbal Fluency 3
6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 Kindergarten Student Profiles The teacher accesses profiles from September year 2 Student Portfolio Kindergarten Pre-Entry Interview The teacher meets with each September year 2 Social Health History parent/guardian and interviews Form children new to the Board Kindergarten Yopp Singer Test of The teacher may choose to October year 2 Phoneme Segmentation administer and if so will apply the (optional) following benchmark: -Yopp Singer score of 5 or higher.
Children who score below Kindergarten level will benefit from addition phonemic instruction Kindergarten Conversation Sample It is recommended that the November year 2 teacher converse with each child to assess speech and language development. (Refer to Chapter 8 of the Early Intervention and Identification Binder: Speech and Language Developmental chart) Kindergarten Rosner Auditory Analysis The teacher identifies children who May year 2 Test may require additional instruction. Children who score below Kindergarten level will receive small group or 1:1 instruction in the segmentation of words.
Kindergarten TSRI The teacher will apply the May year 2 following benchmarks -TSRI score of 14 or higher Kindergarten Concepts of Print, Benchmarking reading Suggested year 2 Running Records, DRA, behaviour at the end of the SK Timelines: Fountas and Pinnell is recommended. Concepts of March - June print, DRA or running records are examples of assessments teachers may use depending on the reading behaviours demonstrated by the child. Grades 1-3 DRA and Fountas and Pinnell benchmarks are outlined in the RDSB Assessment and Reporting (Grade 1-6)
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 7 Grade One Student Profiles Grade One teacher accesses the September children’s portfolios. The following guidelines are benchmarks for Grade One: -TSRI score of 14 or higher -Yopp-Singer of 5 or higher (if available -Rosner at the Kindergarten level
Grade One Reading Assessment The following benchmarks are Suggested timelines: (Examples of possible guidelines for Grade One By end of September DRA and Fountas and Pinnell: options: DRA - By the end of Developmental Reading Level 3-6 — Beginning January (for those Assessment, Fountas B-E below the suggested and Pinnell and running Level 8-12 — Middle benchmark) records) F-G By end of June for all Level 14-16 — End children H-K Grade Two Student Profiles Grade Two teacher accesses the September children’s portfolios. Regular Program children with Grade One independent reading levels at or below 12 are flagged. French Immersion children with Grade One independent reading levels at or below 6 are flagged. Grade Two Reading Assessment The following benchmarks are Suggested timelines: (Examples of possible guidelines for Grade Two By end of September DRA and Fountas and Pinnell: options: DRA - By the end of Developmental Reading Level 14-16 — Beginning January Assessment, Fountas H-K By end of June and Pinnell and running Level 18-20 — Middle records) Level 24-28 — End L-N Grade Two Reading Assessment The following benchmarks are Suggested timelines: (Examples of possible guidelines for grade two in French By end of September Immersion : options: GB+ and running By the end of records) Level 8-9 — Beginning January Level 10-11 — Middle By end of June Level 11-14 — End
8 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 Grade Three Children Profiles Grade Three teacher accesses the September children’s portfolios. Regular Program children with Grade Two independent reading levels at or below level 20 are flagged. French Immersion children with Grade Two independent reading levels at or below level 11 are flagged. Grade Three Reading Assessment The following benchmarks are Suggested timelines: (Examples of possible guidelines for Grade Three By end of September DRA and Fountas and Pinnell: options: DRA - By the end of Developmental Reading Level 24-28 — Beginning January Assessment, Fountas L-N By end of June and Pinnell and running Level 28-30 — Middle records) Level 34-38 — End O-P Grade Three Reading Assessment The following benchmarks are Suggested timelines: (Examples of possible guidelines for Grade three in By end of September French Immersion: options: GB+ and running By the end of records) Level 14-17 — Beginning January Level 17-20 — Middle By end of June Level 20-24 — End 4.4 Early Identification Program Planning
In addition, the Kindergarten Teacher will: ◆ Access programming assistance as required through consultation with the Special Education Resource Teacher and the In-school Team. ◆ Provide an enriched program that encompasses each aspect of the growth and development of young children. ◆ Provide a favourable learning environment that invites the child to actively engage and learn. ◆ Prepare an individual portfolio for each child to enable record keeping for the purpose of assessment and programming and to assess exit criteria to forward to the following year’s teacher in order to enable continuation of program planning and intervention procedures. ◆ Ensure that assessment and programming is integrated and cyclical, contributing to effective individualized and group learning. ◆ Provide for children empowerment, personal reflection and goal setting in evaluating and directing their own learning.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 9 List of Possible Intervention Resources ◆ The Kindergarten Program 2016 ◆ Education for All ◆ Hanen - Learning Language and Loving it ◆ Speech and Language Classroom Intervention Manual by Hagan, McDannold and Meyer ◆ Predicting and Preventing School Failure by Marvin L. Simner
5. Procedures for Providing Parents/Guardians with Notice that Their Child is Having Difficulty: ◆ Classroom teacher and parent communicate informally and in an ongoing manner, as a collaborative partner in providing effective and consistent support, from the time of school entry. ◆ Classroom teacher monitors child’s response to programming strategies through direct and in-direct observations, early and ongoing assessment, analysis of products of learning and conversations, and notes deficits in cognitive-intellectual processing. ◆ Communication of concerns and observations are shared with parents by interview along with intervention strategies that are being tried. ◆ Recommendations for home support are shared and monitored. ◆ When classroom and parent intervention strategies have been exhausted, continued collaborative input is sought and further referral is discussed. ◆ The classroom teacher informs the special education teacher of the need for additional consult concerning seeking solutions in providing interventions. ◆ If an In-School Team meeting is deemed necessary, the classroom teacher notifies the parent/guardian that a referral (SE-01 Form) has been initiated and that the In-School Team has been activated to consult with the classroom teacher in developing prescriptive programming strategies and interventions. ◆ Ongoing communication is scheduled through consultation with the special education consultant. Procedures for Referring Children for an Assessment: Please also refer to Section 5 Overview - Series of Steps.
10 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 6. Procedures for Referring a Student for an Assessment Please also refer to Section 5 Overview - Series of Steps.
Information from Information from Information from Outside Service Parent/Teacher Interview Special Education Agencies Consultant, Speech Language Pathologist, Early Identification Process Psychological Services (Ongoing) Teacher uses Early Intervention screening tools JK -3 Student Checklists
Teacher, SERT, Principal determine if interventions are necessary
No Not Yet Yes
Screening Tools are maintained Screening Tools are maintained Screening Tools are maintained in the student’s portfolio in the student’s portfolio in the student’s portfolio
Teacher discusses concerns interventions require On-going observations Do with parent(s), principal,SERT In -school team assistance?
No Yes Teacher makes more in -depth observations Inform parent Teacher Prepare Discusses SE-1/S -A Student’s needs Teacher determines if And planned In -school team interventions are needed Modifications meets With parent(s)
No Yes Record details of Intervention intervention(s) Strategies Do IEP may be planned Teacher interventions Prepared in continues require Conjunction with observations… In -school team parent Schedule assistance? In -school team Meeting Re-evaluate intervention strategies
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 11 Procedures for Referring a Student for an Assessment (Continued)
Special Education Consultant reviews referral forms
SERT contacts parent(s) if SE-2 referral form required
In -take meeting (all SE -2 referrals – psychology, language )
Assessment approved?
Yes
No Is the student exceptional?
No Yes
Student Prepare for IPRC accommodations and modifications prepared by/discussed with Special Class Placement classroom teacher and SERT, parents informed requests referred to ARD
12 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 7. Procedures for Providing Parents/Guardians with Notice that their Child is Being Considered for Referral to an IPRC (Identification, Placement and Review Committee) ◆ Ongoing communication with parents from the time of school entry will ensure a supportive partnership prior to referral to an Identification Placement and Review Committee. ◆ SERT prepares and forwards to parents the SE-03, a formal invitation to IPRC, to suggest date, time and place of the committee meeting. ◆ A “Guide to Special Education for Parents/Guardians” is included with the SE-03, for parental consideration prior to attendance at the IPRC, to enable familiarity with procedures and services available to serve their child’s programming needs. ◆ Should the date and time suggested by the SERT be inconvenient, and another time be suggested by the parent, then every effort to accommodate the alternate date and time will be given. ◆ Parents/guardians and advocates are invited to participate at the IPRC as advocates on behalf of their child, to hear information, the intent of which is to determine whether an Identification of Exceptionality is appropriate in representing their child for optimal programming design. ◆ Subsequent to determining identification, should this be the decision of the IPRC deliberations, then placement options are considered and a decision of placement is made in accordance with the RDSB Range of Placements for exceptional children. ◆ An IEP is established within 30 school days 8. Procedures for Providing Parents with Notice that their Child is being considered for a Special Education Program and Related Services if their child is not referred to an IPRC ◆ If a child is not being referred to an IPRC to be formally recognized as being in need of a designation of exceptionality, however, is being considered for Special Education programming and service, then a meeting is sought to share information regarding needs and accommodations required. ◆ Parent/guardian, classroom teacher, and SERT meet to consider how best to serve the children in programming terms and to seek inclusion within an already existing group of peers who are being offered programming which is appropriate to the needs of the child in question. ◆ A non-exceptional IEP may be established.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 13 9. Types of Assessment Tools/Strategies used to gather Appropriate Information to Assist in the Development of Educational Programs ◆ Fair Start ◆ Assessment Portfolio ◆ Social and Health History Form ◆ Speech and Language Referral ◆ TSRI ◆ Rosner Auditory Analysis Test ◆ Yopp Singer Test of Phoneme Segmentation ◆ Developmental Reading Assessment ◆ Fountas and Pinnell Reading Assessment ◆ GB+ Reading Assessment for French Immersion children ◆ Phonemic Awareness Assessment Tools ◆ Concepts About Print ◆ In-class observations (teacher) ◆ Phonological Awareness Test (PAT) (teacher or SERT) ◆ WIAT III ◆ Other educational assessments available in the school. 10. Types of Early Intervention Strategies that are used to Support Children Prior to Referral to an IPRC Following early assessments, which are administered in the fall, ongoing dynamic assessment and programming activity will continue until the year’s end. This is an interactive process of monitoring the child’s success at learning as new teaching strategies are applied. Judgements are then made as to future programming efforts. A variety of early intervention strategies are available which include, but are not limited to the following: ◆ The Kindergarten Program Documentation & Assessment: Making Learning Visible ◆ First Steps ◆ Curriculum checklists of Kindergarten expectation (consistent with the Ontario Curriculum for Kindergarten) ◆ The Special Education Companion to the Curriculum Planner ◆ Teachers’ School Readiness Inventory companion manual for intervention strategies for classroom programming. ◆ Assistance from special education and curriculum consultants. ◆ Lexia Core 5.
14 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 Jerome Rosner’s Auditory Analysis Test ◆ The test consists of 40 English words varying in length from one to four syllables. ◆ Each word is pronounced by the examiner who instructs the child to repeat the word, then to repeat it again but omit a specified component. ◆ Words were selected on the basis that the elimination of a phoneme, (speech cluster), or a syllable would result in another English word when pronounced. ◆ This is an oral test and therefore spelling is not a concern, only the sounds in a sequence. ◆ Sounds to be eliminated are parenthesized on the test record sheet. ◆ For the purpose of brevity, the screening measure that is being used is the “Thirteen Item Test.” It is administered in the same way, but is stopped after two successive errors. ◆ Five task items were established and are listed in order of difficulty: - Omission of the final syllable of a two syllable word - Omission of the initial syllable of a two syllable word - Omission of the final consonant of a one syllable word - Omission of the initial consonant of a one syllable word - Omission of the first consonant of a consonant blend ◆ Stop testing after two successive errors. ◆ The test is administered individually. ◆ The first item “cowboy” is demonstrated for the student by the teacher: - Ask the student to say “cowboy” - After the student has responded, ask the student to “Say it again but without the boy” - If the response is correct, say “toothbrush” - After the student has responded, have him say it again but without the tooth. - If either demonstration has failed, an attempt is made to teach the task by repeating the demonstration with the pictures. Pictures are for demonstration items only. - If the attempt to make correct responses both times has failed again, testing is discontinued and a score of zero is recorded. - If both responses are correct, proceed with the test. ◆ If the student has a speech articulation problem, at the first repetition of the full test word, take this into consideration when the accuracy of the response in which a portion of the word is omitted is assessed. ◆ If the student fails to respond to an item, repeat it exactly as you first said it. ◆ If there is still no response, record a score of zero and present the next item. ◆ Discontinue testing after two consecutive errors, and record the score which will indicate the total number of correct responses. ◆ It is advantageous for the sake of consistency, that the same person should complete this test for all of the students.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 15 Student Portfolios In the process of early identification, each student will have an assessment folder which will be passed on each year. This will help in the assessment of prior learning and determination of subsequent steps in program planning. Student reflection and self-assessment will be encouraged. Jerome Rosner’s Thirteen Item Test Child’s Name: Date: Score Obtained: /13 Rosner Grade: This test is designed to indicate which of your pupils may be having subtle auditory analytic problems. If the child goes through the test without difficulty, we can assume that auditory analytic difficulties of the type measured by th is test are not contributing to their reading problem. ITEM TEST ROSNER NUMBER LEVEL WORD INSTRUCTION ANSWER GRADE A I Say COWBOY Now say it again but don’t say BOY COW Preschool B I Say TOOTHBRUSH Now say it again but don’t say BRUSH Preschool TOOTH 1. I Say SUNSHINE Now say it again but don’t say SUN SHINE Kindergarten 2. II Say PICNIC Now say it again but don’t say PIC NIC Kindergarten 3. III Say CUCUMBER Now say it again but don’t say CUMBER Kindergarten CU(O) 4. III Say COAT Now say it again but don’t say /K/ OAT Grade 1 (the K sound) 5. III Say MEAT Now say it again but don’t say /M/ EAT Grade 1 (the M sound) 6. IV Say TAKE Now say it again but don’t say /T/ ACHE Grade 1 (the T sound) 7. IV Say GAME Now say it again but don’t say /M/ GAY Grade 1 8. IV Say WROTE Now say it again but don’t say /T/ ROW Grade 1 9. V Say PLEASE Now say it again but don’t say /Z/ PLEA Grade 1 10. V Say CLAP Now say it again but don’t say /K/ LAP Grade 2 11. V Say PLAY Now say it again but don’t say /P/ LAY Grade 2 12. V Say STALE Now say it again but don’t say /T/ SALE Grade 3 13. no help Say SMACK Now say it again but don’t say /M/ SACK Grade 3 needed
Stop testing after two successive errors and note the test level and Rosner Grade of the last item completed successfully. For example, if the last item passed was Item 6, we would expect the student to be in grade one. If however, they are in grade two or beyond, one can assume they are having some difficulty and require additional remediation. The above items are arranged in order of difficulty and fall into five categories.
16 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 Jerome Rosner’s Auditory Analysis Test
Obtain reporting form from the school’s secretary
The same person administers the Rosner
Stop testing after two successive errors and note the test level, grade, and score (out of 13) of the last item completed successfully
Record results on the reporting form
Enter Rosner Grade Results into the Rainbow District School Board Collection System and place form in OSR
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 17 Assessment: Teacher’s School Readiness Inventory (TSRI) ◆ Specifically designed to help teachers make sound intervention decisions for students who are at risk for failure in the development of reading skills. ◆ Teachers play a significant role in the initial task of early intervention. ◆ Checklists and inventories are efficient and easy to administer. ◆ TSRI includes only items that have demonstrated relationships with children’s performance in school, and has only 5 items. Therefore, it only requires about 5 minutes per child to administer. ◆ Same person should administer to all children. ◆ Was validated in a research program involving nearly 600 children - for periods of up to 3 years - a longitudinal study that was well designed. ◆ Research outcome indicated an 80% validity rate by the end of grade 2. ◆ TSRI intended for use in the spring term of either the year 1 or year 2 kindergarten (reflects the conditions upon which the test was normed). Teachers should become familiar with the following information before they use the Inventory: Item 1: In-class Distractibility, Attention Span, and Memory Span ◆ Be alert to whether the child is easily distracted, especially during periods of instruction. ◆ Note whether he has a poor memory for detail as well as for the general content of the material presented in class. ◆ Observe whether he has trouble remembering instructions, and must be reminded to complete assignments in class or take work home. Item 2: Verbal Fluency ◆ Does he use poor verbal fluency in that you notice imprecise or vague words when he is speaking (not referring to grammar)? ◆ Are ideas, situations, or events described by the child obscure or difficult to understand in spite of repeated requests for additional information? ◆ Child may gesture and avoid using words altogether. ◆ A child with good verbal fluency uses language that makes use of concrete information which is presented sequentially and accurately. ◆ Making individual spontaneous conversation tapes of each child at each reporting period creates an auditory record over time to be taken home at the end of the school year, or passed on to the next teacher to continue tracking language growth in this manner. The remainder of the items on the TSRI are more readily observed in concrete ways.
18 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 Item 3: Interest and Participation ◆ Observe and track enthusiasm, interest, and eagerness to participate in normal classroom activities. ◆ Note those in which a child demonstrates high levels of motivation and the degree of effort, detail, and skill produced. High motivation and interest captures an intangible setf o skills. ◆ The performance portfolio documents and, if the items are dated over time, tracks both skills progressions and products which reflect waning interest, diminished product quality, etc. ◆ Many good associations and inferences can be made through keen observation and tracking in determining personal targets and next steps. Item 4: Letter Identification Skills ◆ Note the child’s in-class performance. If there is sufficient opportunity to make proper in- class observations, of if the teacher feels uncomfortable assigning a rating based solely on the child’s in-class performance, than more formalized testing may be helpful (e.g. letters on a flash card). Item 5: Printing Skills ◆ Analysis of errors or miscues will reflect the developmental stage at which the child is positioned. ◆ Errors such as a backwards “3” drawn in place of an “S”, or a capital “E” containing four or more horizontal lines, or the letter “K” resembling the lower case “h” are form errors. These errors involve the addition, deletion, or misalignment of parts of a letter leading to a marked distortion in the overall shape or form of the intended letter or number. When an excessive number of form errors appear in writing samples obtained from 5 or 6-year old children, then this can be an important early warning sign of later school failure. Assessment and Rating: ◆ A rating system ranging from 1 to 5 was assigned to each of the subtests and represents successive approximations of ability toward a sample at 5 ◆ Technical considerations include: understanding the significance of the cutoff score; learning to distinguish the “true positives” from the “false positives”; becoming familiar with the cutoff scores which are crucial to making reasonable inferences about who is at risk for failure ◆ The TSRI total score ranges from 5 to 25, and the cutoff scores assist in placing the child in a range where at risk odds are predictable. The approximate odds of being at risk for failure are given for different ranges of scores below the cutoffs. ◆ Teachers must be careful that low scores are not associated with lowering expectations for those children who have achieved them. To do so would have a negative impact on the student’s performance in responding to intervention strategies. ◆ Teachers need to continue to have high expectations for all students, and pair these high expectations with a positive outlook for present responding and future performance.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 19 Assessment: Teacher’s School Readiness Inventory (TSRI) Behaviour Appendix Many school screening measures incorporate behavioural and emotional facets. Since the T.S.R.I. does not include any items that concern behaviours that can interfere with academic functioning, R.D.S.B. Psychological Services staff developed a behavioural appendix to accompany the T.S.R.I. This behavioural appendix has the same scoring features as the T.S.R.I., i.e. a 5-point rating system, with lower scores indicating more serious behavioural concerns. The three different behaviours that are included involve externalizing behavioural problems, i.e. opposition and defiance as well as verbal and physical aggression.
Suggested cut-offs for high- & low-odds behaviourally at-risk scores are: High Odds Low Odds Kindergarten year 1 3-9 10-12 Kindergarten year 2 3-6 7-10
20 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 TEACHER’S SCHOOL READINESS INVENTORY (TSRI) INDIVIDUAL RATING FORM Name: School: Grade: Date: Total Score:
Instructions: Using the five point rating scale shown below, rate the child on each of the following items. Record your ratings on the appropriate lines in the column to the right. Add all of your ratings to obtain the child’s total score. 1) In-class distractibility, attention span and memory span: Is the child easily distracted by Ratings other children; does the child have difficulty remembering and following instructions and remembering the details and content of material presented in class? 1 2 3 4 5 highly very good distractible attention span 2) Verbal fluency: Does the child tend to use precise words and convey abstract ideas reasonably well when asked to describe events? 1 2 3 4 5 poor verbal very good fluency verbal fluency 3) Interest and participation: Does the child show interest, enthusiasm and eagerness to participate in various classroom activities and does the child readily convey this overall sense of enthusiasm to other children or to adults? 1 2 3 4 5 very unenthusiastic very enthusiastic 4) Letter identification skills: Approximately how many upper case letters can the child name correctly when shown pictures of these letters one at a time in random order? 1 2 3 4 5 0 to 15% about 25% about 50% about 75% 85 to 100%
4) Printing skills: From your observations of the child’s printing in class, approximately how often does the child distort the overall form of letters and numbers by adding, deleting, or misaligning parts thereby producing form errors that are similar to (or worse than) the form errors shown below?
1 2 3 4 5 very often often occasionally rarely never
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 21 INDIVIDUAL RATING FORM (appendix to the tsri) Name: School: Grade: O.E.N.: Score (appendix only):
Instructions: We ask that teachers complete the following ratings along with the TSRI for each child to provide additional information concerning students’ development. Using the five point rating below rate the child on the following items. (Note: Total scores for the TSRI should be noted on page 1 and total scores for the appendix should be noted on this page)
Behaviours I: Rating Does this child physically aggress against peers and/or adults (kick, punch, bite, throw objects, etc.)?
1 2 3 4 5 very often often occasionally rarely never (daily incidents) (2-3 times (1 time (few times a week) per week) per month)
Behaviours II: Does this child verbally aggress against peers and/or adults (threatens, extremely argumentative, derogatory remarks, etc.)?
1 2 3 4 5 very often often occasionally rarely never (daily incidents) (2-3 times (1 time (few times a week) per week) per month)
Behaviours III: Does this child defy or oppose adult directions?
1 2 3 4 5 very often often occasionally rarely never (daily incidents) (2-3 times (1 time (few times a week) per week) per month)
Total /15
22 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 Teacher’s School Readiness Inventory (TSRI)
Obtain reporting form from the school’s secretary (this will include student’s name and OEN numbers
The same person administers the Individual Rating form and the Behaviour Appendix to all students
Record results on the reporting form
Enter the TSRI Results into the Rainbow District School Board Collection System and place form in OSR
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 23 Assessment: Yopp-Singer Test of Phoneme Segmentation ◆ Provides teachers with a tool for assessing student’s phonemic awareness and identifying those children who may experience difficulty in reading and spelling. ◆ Measures a student’s ability to separately identify and articulate the sounds of the spoken word in correct sequence. ◆ Selected words for inclusion in the test on the basis of feature analysis and word familiarity. ◆ The test is administered individually and requires approximately 10 minutes per child. ◆ The test is made up of 22 items. ◆ Administer the test following the establishment of a game-like atmosphere. ◆ Assist the student to go through each sample item. ◆ Segment the item for the student if necessary and encourage the student to repeat the segmented sounds. ◆ Provide encouraging feedback as the student proceeds through the test. ◆ Provide the correct response if an incorrect response is given. ◆ Notice miscues and the degree of accuracy in recognizing or associating between what is repeated and the stimulus word. Is it random and unrelated, a close approximation, or accurate? ◆ Scoring is based on the number of items correctly segmented into all constituent phonemes. Partial credits are not given. ◆ Correct responses are only those that involve articulation of each phoneme. ◆ Record the student’s incorrect responses for miscue analysis. Personalized instruction and corrective feedback can be used in subsequent class lessons. ◆ Students obtaining high scores, segmenting all or nearly all phonemes, are considered to be phonemically aware. ◆ Students correctly segmenting some items are displaying emerging phonemic awareness. ◆ Students only able to segment a few or no phonemes lack appropriate levels of phonemic awareness and require intervention. ◆ Expect a wide range of performance on this test (the mean average score of 5-year old students in the second half of the year is 11.78). ◆ Children can manipulate phonemes in their speech (e.g break spoken words into their constituent sounds; remove a sound from a spoken word; isolate the sound heard in the initial, medial, and final positions of words) when children have gained phonemic awareness.
24 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 The Yopp-Singer Test of Phoneme Segmentation Student’s Name: Date: Score (number correct): /22 Before using this assessment, be sure that the student has had many opportunities to engage in literacy and classroom activities that promote an understanding of phoneme segmentation. Feedback is given to the student as he or she progresses through the list. If the student responds correctly, the examiner nods or says “That’s right.” If the student gives an incorrect response, the examiner models the correct response. Although teachers may find a wide range of scores on this test, by spring of the kindergarten year, students who have had specific practice in phoneme segmentation will normally be able to answer approximately 12 items correctly. Students who correctly segment some items are displaying emergent phonemic awareness. Students who are able to segment only a few items or none at all lack appropriate levels of phonemic awareness and will likely need further support. (See Chapter 5: Early Intervention for Students At Risk.) Directions: Today we’re going to play a word game. I’m going to say a word and I want you to break the word apart. You are going to tell me each sound in the word in order. For example, if I say “old”, you should say “/o/-/l/-/d/.” (Administrator: Be sure to say the sounds, not the letters, in the word.) Let’s try a few together. Practice Items: (Assist the child in segmenting these items as necessary.) ride go man ***If the child experiences difficulties provide the correct response. Test Items: (Circle those items that the student correctly segments; incorrect responses may be recorded on the blank line following the item.) 1. dog 12. lay 2. keep 13. race 3. fine 14. zoo 4. no 15. three 5. she 16. job 6. wave n 17. i 7. grew 18. ice 8. that t 19. a 9. red 20. top 10. me y 21. b 11. sat o 22. d
The author, Hallie Kay Yopp, California State University, Fullerton, grants permission for this test to be reproduced. The author acknowledges the contribution of the late Harry Singer to the development of this test.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 25 Yopp-Singer Test of Phoneme Segmentation
Obtain reporting form from the school’s secretary
The same person administers Yopp-Singer to all students
Record results on the reporting form
Enter the Yopp-Singer Test Results into the Rainbow District School Board Collection System and place form in OSR
26 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 3 Section 4
The Identification, Placement and Review Committee Process (IPRC) and Appeals Overview of the Board’s IPRC Process The Rainbow District School Board holds its IPRC meetings in accordance with Regulation 181/98. Each IPRC is composed of at least three persons, one of whom must be a Principal or Supervisory Officer of the Board. The other two members may be the Classroom Teacher, the Special Education Resource Teacher (SERT), and/or Program Leader (PL) for Special Education. The Special Education Consultant/Coordinator may also be a member. The Principal chairs the IPRC unless this responsibility is delegated to another member of the Committee. The IPRC will: ◆ decide whether or not a pupil should be identified as an exceptional pupil; ◆ identify the areas of the pupil’s exceptionality according to the categories and definitions of exceptionalities provided by the Ministry of Education; ◆ decide an appropriate placement for the pupil from the placement options available in the Board. The IPRC will also review the identification and placement at least once in each school year. The Rainbow District School Board defines an exceptional pupil as a “pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program.” The Rainbow District School Board offers a full range of placement options: ◆ Regular Class with Resource Support (may include monitoring or withdrawal) ◆ Self-Contained Class ◆ Self-Contained School ◆ Provincial School
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 1 Gathering Information ◆ School personnel gather information from various sources. This includes, but is not limited to, the student’s Ontario School Record (OSR), current and past IEPs, as well as assessment results. ◆ All of the information gathered, including the student’s progress, is discussed with the current teacher.
Informing Parents ◆ Parents are informed of the convening of the IPRC at least ten days in advance of the meeting by way of the a written invitation to the IPRC (SE-03). ◆ The SE-03 form notifies the parents of the date, time, and location of the IPRC and asks the parent/guardian to acknowledge its receipt and indicate their intention to attend. ◆ If the parents/guardians have not responded, they will be contacted by telephone to determine whether they have waived the right to attend. ◆ Every effort is made to accommodate parents who are unable to attend at the specified time.
Parental Involvement ◆ All assessment results and information regarding the student is shared with the parent prior to the IPRC. ◆ Parents are encouraged to attend the IPRC and, if they so desire, have an advocate accompany them, to facilitate the process. ◆ Parents are encouraged to prepare for the IPRC by developing a list of questions and meeting with the Classroom Teacher and SERT or PL. ◆ At the IPRC, parents are invited to share information that would assist the school in developing an appropriate program for the child, and the IEP process is described. ◆ Students who are 16 years of age or older must be invited to the IPRC. Identification ◆ The student’s exceptionality will be defined at the IPRC according to the categories and definitions provided by the Ministry of Education. ◆ The Special Education Consultant/Coordinator must be involved in any IPRC process where: - the student has not been previously identified; - the student’s identification is changing categories; - the student is entering or leaving a self-contained class, self-contained school, or provincial school placement.
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 Statement of Needs ◆ The Rainbow District School Board will use an IPRC Form (SE-04) to record the outcome of IPRC meetings in relation to identification and placement and to establish the student’s needs. ◆ The statement of needs will form the basis of the IEP. ◆ An IEP must be developed, shared with the parent, and filed in the OSR, 30 school days after the student is placed in a special education program. Recommending Placement ◆ Recommendations for special education programs and services, and, if applicable, reasons for a special education class placement, will be discussed and recorded on the SE-04. ◆ Before considering placement in a special education class, the IPRC will consider whether placement in a regular class with appropriate services would meet the pupil’s needs and be consistent with parental preference. Requests for Interim Reviews ◆ The parents will be informed that they may request a review IPRC any time after the student has been in the program for three months.
Annual Review ◆ The parents will be informed at the IPRC that a review meeting will be held annually, unless the principal has received written notice from the parents for an earlier review. Communicating Decision to the Board ◆ A copy of the completed IPRC form (SE-04) will be sent to the Superintendent of Special Education.
Parent Guide ◆ A parent guide will be provided to parents when the invitation to the IPRC is issued. ◆ The Rainbow District School Board has in circulation “Guide to Special Education for Parents/Guardians” which follows the sample guide provided by the Ministry of Education.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 3 Appeal Process In the Rainbow District School Board, every effort is made to avoid an entrenched or adversarial position. The Board promotes the use of conflict resolution and collaborative approaches to resolving conflicts between schools and parents. The Ministry of Education document, “Shared Solutions”, offers strategies and approaches for school boards in the effective resolution of conflicts regarding programs and services for students with special education needs. If parents are still unsatisfied with the recommendations of the IPRC, they may request a second IPRC meeting and/or appeal to a Special Education Appeal Board (SEAB) as per Regulation 181/98.
Process of an Appeal to an IPRC Decision ◆ Parent must give written notice to the Secretary of the Board within 15 days of the discussion. ◆ Included in this submission must be a written statement as to why they disagree with the recommendation for placement or identification. ◆ Parents are informed of the composition of the SEAB. ◆ The SEAB shall include three members who have not had previous involvement: - one appointed by the Board - one appointed by the parent - a chair selected by the other two SEAB members. ◆ Every effort is made to provide impartial, equal treatment to all parties.
Procedure for Meeting ◆ The SEAB arranges a meeting at a mutually convenient time and place and invites any person who could contribute information. ◆ The SEAB renders its agreement or disagreement with the IPRC decision within three days ◆ The SEAB reports its determination in writing to the parents, the IPRC, and Superintendent responsible.
Mediation Options ◆ If no agreement is reached, parents are informed they have a right to further appeals to the Ontario Special Education Tribunal. ◆ The role of the Tribunal is to resolve disputes between parents of exceptional children and school boards in light of decisions made by the IPRC. ◆ All parents who request such a hearing are offered mediation as an alternate dispute resolution ◆ Participation in mediation is voluntary.
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 RDSB Spring Identification Placement Review Committee (IPRC) Meetings (January 2015 revised) ◆ Spring IPRC meetings convene at the receiving secondary school in March, April, May and June for students entering grade 9 and for students entering grade 7 at Chelmsford VDCS, Confederation SS, Lively DSS and Lo-Ellen Park SS. ◆ Elementary SERT confirms IPRC dates and time blocks with Program Leader at receiving Secondary school. ◆ Elementary school responsible for inviting parents/guardians and student. Please encourage parents to extend an invitation to any community agencies involved with the student. ◆ Follow the TAY procedure for any student in an ISP class or with a diagnosis of ASD or developmental disability. ◆ Elementary Principal, SERT and /or ISP Classroom Teacher present the grade 8 identified student to the secondary school staff. ◆ Bring student’s OSR to the IPRC and ensure that the Grade 8 Term 1 Report Card is included in the OSR. ◆ Elementary staff ( SERT or ISP CT ) prepare the SE-04 forms. ◆ Ensure that the SE-04 is completed accurately on orchid paper; three (3) originals must be signed by appropriate committee members and parents/guardians. Provide electronic copy to the secondary school as well. Consider the following in your presentation of the student, rather than speaking to the SE-04 form only: ◆ Grade 8 Student Transition Form ◆ An anecdotal note (by another teacher who knows him/her best if applicable) ◆ Student as a whole- interests, sports, hobbies, family, social skills ◆ Classroom behaviours, attendance, punctuality, organization, work ethic ◆ How much exposure/use with assistive technology; indicate if they have SEA equipment and how well they are utilizing the equipment and programs ◆ For those in the regular mainstream classes, what level will the student be working: Locally Developed Compulsory Credit (Workplace/Apprenticeship), Applied (College), Academic (College/University)? ◆ If an Intensive Support Program? Please be honest and direct as staff can plan best when they are well informed and when goals are realistic. ◆ If a student is from an ISP and is transitioning to an ISP, please provide a copy of their most recent Baseline Assessment (from the Alternative Assessment Tool). ◆ Special care profile ( health issues – medication, seizures, action plan/ emergency procedures, fire drill evacuation plans for high needs students, their reaction to alarms) ◆ OT/PT support; receiving Sp/Lang intervention; on an Intake list; Behaviour Safety Plan Do not panic- this overview should take no longer than 5 minutes. Thank you for preparing the student for an easier transition to secondary school. Encourage the student to attend the IPRC with the parent/guardian.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 5 Elementary IPRC/IEP Meetings RDSB elementary schools will hold their IPRC/IEP meetings during the month of September for all identified students with the following exceptions: ◆ Students leaving the school (Grade 8 students to secondary school, or any school with students moving to another school) ◆ Students who require a change of placement (e.g. Students being reintegrated or any student going into or out of a special class or special school) ◆ Any other special circumstances (school-based decision) In these cases, the IPRC should continue to be held at the appropriate time. What Happens? The IPRC meeting takes place first and during this meeting the identification, placement, strengths, needs, exemptions, and/or substitutions are discussed and signed off. During the IEP meeting, the team is encouraged to dialogue and share information on the student’s preferred learning style, general accommodations, subjects that may require modified learning expectations (if appropriate), the grade level that they will be selected from, and any alternative learning expectations (if appropriate). Rationale: ◆ Holding these meetings back to back maximizes the use of everyone’s time, both parents and educators. ◆ Having a scheduled time for the team to meet early in the school year allows real and valuable collaboration during the development phase of the student’s IEP. ◆ Through this collaboration, a better understanding of the student will assist in creating a more meaningful document. ◆ Communication channels are established. Because most conflicts around special education programs and services are IEP-based, effective, inclusive communication with parents from the very first meeting may keep disputes to a minimum. ◆ It provides a real opportunity for a team approach to the development of the IEP. ◆ Authentic parental input is valued, building positive relationships/rapport. ◆ Classroom teacher expertise is valued, assisting the teacher in the use of the necessary tools and strategies to be confident in the development and implementation of the IEP. ◆ The meetings respect the school’s ability to provide special education supports and or services. It provides an opportunity to acknowledge any shortcomings that might exist with respect to restricted or limited resources (human resources and or material resources). ◆ The whole team connects yearly for streamlined child-centered communication. ◆ The Ministry of Education standards for IEP development are met (Reg. 181/98, Section 6 (6a)).
6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 Timelines: ◆ IPRC/IEP meetings should be held at the initial IPRC for brand new identifications both elementary and secondary. Parents and students (if age & ability appropriate) should be present. “Any student for whom an IEP is being developed should be consulted to the degree possible”. ◆ IPRC/IEP meetings should be held yearly in early September for all identified elementary students. ◆ IEP meetings should be held yearly in early September for all elementary students with a non-exceptional IEP. ◆ IPRC/IEP meetings should be held throughout the year whenever a student has an IPRC meeting (e.g. change of identification or placement). Process: ◆ At each IPRC/IEP meeting, regardless of the time of year, the following persons need to be present. They are the core team. It is critical that this is honoured as it is the backbone of the rationale: - Current Classroom Teacher - SERT or ISP Teacher - Parents/Guardians - Student (if age/ability appropriate). This is a school-based decision. If the student is 16, he/she should be invited to participate - Principal - Special Education Consultant/Coordinator - Additional support personnel may be included, e.g. Educational Assistants, Psychologists, Speech and Language Pathologists, Occupational Therapists, Physiotherapists, etc. This will vary according to individual student needs. General Discussion Topics: ◆ Discussion of the type of placement and subsequent types of support services that will be required and offered ◆ Observations about behaviour and learning style (reference assessment reports) ◆ Common understanding of the student’s strengths, needs, and interests (reference assessment reports to support) ◆ Discussion of possible general accommodations that are currently effective either at school or at home (reference assessment reports) ◆ Discussion of any individualized equipment that might be necessary (reference assessment reports) ◆ Discussion of special education language (e.g. clarification of resource support versus former withdrawal placement, strengths, needs, general accommodations, modified program, alternative program, and human resources) ◆ Discussion of transition planning for students (includes Transition Age Youth [TAY] procedures)
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 7 School Specific Items: ◆ Establish the student’s grade level on the Ontario Curriculum (reference assessment reports). ◆ Conduct a general discussion of any modified or alternative subject/skill areas that will require the development of specific learning expectations, teaching strategies and assessment methods to meet the student’s needs. ◆ Show parents where and what to look for on the IEP. ◆ Inform parents what to do with their child’s IEP each term. Encourage them to retain the IEP in a folder for future reference to assist them in evaluating long-term progress and growth. ◆ Inform parents about reporting procedures at the end of provincial reporting periods unless changes are required during the term. At that point, parents would be informed before changes are implemented. ◆ Establish the best method to contact parents and vice versa (e.g. via home or business phone, a letter home with student, email, etc.). ◆ Make IEP and report card connections clear to parents. Encourage students to add goals for improvement on the report card. Parent Specific Items: ◆ Provide the school with any relevant information, assessment reports, etc., that may affect the child’s learning and the IEP development. ◆ Maintain open and timely communication with the school, keeping student success as the focus. ◆ Reinforce skills at home and try to implement similar strategies on the IEP, if possible. ◆ Share feedback on the transfer of skills from school to home and community. ◆ Encourage the child to add goals for improvement on the report card. Copies of the Ministry’s “The Individual Education Plan (IEP) A Resource Guide 2004” and the Ministry’s “ Transition Planning: A Resource Guide 2002” may be made available for parents. Identification, Placement and Review Committee Meetings
YEAR 2018-2019 2019-2020 2020-2021 Referrals 282 202 Reviews 2148 2111 Appeals 0 0
8 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 SE-04 I.P.R.C. Letter of Invitation
STUDENT: ______DATE: ______
O.E.N.: ______
Dear ______:
You are invited to attend an Identification, Placement & Review Committee Meeting (I.P.R.C.) to discuss ______‘s progress. The date, time and place of the meeting are outlined below.
DATE: ______TIME: ______LOCATION: ______
It is the responsibility of the I.P.R.C. to review/consider your child’s identification and placement. At this meeting, the Committee will examine the information relevant to your child’s needs.
In order to determine the most appropriate placement for students, parental participation is welcomed. However, if you are unable to attend, you will be advised in writing of the Committee’s decision and asked to complete the I.P.R.C. Form (SE-04) prior to placement.
A copy of Guide to Special Education for Parents/Guardians, outlining the I.P.R.C. process, is enclosed for your information.
______Signature of Principal
STUDENT NAME: ______
Please complete the following section, detach, and return it to the Principal. c It is my intention to attend the I.P.R.C. Meeting *If you require additional assistance in order to take full advantage of our upcoming meeting please contact the Principal as soon as possible. c I will not be attending the I.P.R.C.
I have received a copy of Guide to Special Education for Parents/Guardians c Yes c No
COMMENTS: ______
______Signature of Parent(s)/Guardian(s)
COPY: Signed Original to O.S.R. Documentation File
In accordance with Section 29(2) of the Municipal Freedom of Information and Protection of Privacy Act, personal information on this form is being collected under the authority of The Education Act, Sections 8.1(1), and will be used for the purpose of developing a Special Education program plan for the student and/or identification or placement. Questions regarding this form should be directed to The Gord Ewin Centre for Education at 523-3308.
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 9 SE-04 I.P.R.C. Form Identification, Placement & Review Committee
Student: ______O.E.N.: ______Birth Date: ______Age: _____ dd/mm/yyyy Feeder School: ______Grade: ______Program: c E c FI Gender: c M c F
Name of Parent/Guardian: ______Home Phone: ______Address: Business Phones Parent/Guardian: ______
Parent/Guardian: ______I.P.R.C. DECISION Date of I.P.R.C.: ______Date of Initial I.P.R.C. (at RDSB): ______dd/mm/yyyy dd/mm/yyyy Date of Most Recent ______: ______dd/mm/yyyy A) The Committee determines that ______is an “Exceptional” Pupil. c Yes c No Category: Definition:
B) Recommended Placement c Resource Support (may include monitoring or withdrawal) c Self-Contained Class c Self-Contained School c Provincial School
C) Reason for Placement in a Special Education Class/Type of Class:
D) Reason for a Change in Identification or Placement:
E) Location: ______Grade: ______Program: c E c FI Start Date: ______dd/mm/yyyy SIGNATURES: ______Chairperson Sup’t of Special Ed. Or Designate Teacher Parent/Guardian Signature: I agree with the decisions recorded above Identification: c Yes c No Placement: c Yes c No
Signature of Parent/Guardian: ______Date: ______dd/mm/yyyy Board Notification ______Date: ______dd/mm/yyyy Page 1 of 2
10 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 SE-04 I.P.R.C. Form Identification, Placement & Review Committee Student Strengths:
Student Needs:
Please note any recommendations related to special education programs and services for consideration in the development of the Individual Education Plan:
In accordance with Section 29(2) of the Municipal Freedom of Information and Protection of Privacy Act, personal information on this form is being collected under the authority of The Education Act, Section 8.1(1), and will be used for the purpose of the development of a Special Education program plan for the student and/or identification or placement. Questions regarding this form should be directed to the Superintendent of Special Education Programs and Services at (705) 674-3171. Questions regarding I.P.R.C.s can be directed to The Gord Ewin Centre for Education at (705) 523-3308.
Original: O.S.R. Documentation File Superintendent of Special Education (or designate) Parent/Guardian Copy: Principal of Sending and Receiving School
Revised 2014/12/19 Page 2 of 2
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 11 Guide to Special Education for Parents/Guardians
March 2020
12 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 The purpose of this Guide to Special Education for Parents/ Guardians is to provide you with information about the Identification, Placement, and Review Committee (IPRC), and to set out the procedures involved in identifying a pupil as “exceptional”, deciding the pupil’s placement, or appealing such decisions if you do not agree with the IPRC.
If, after reading this guide, you require more information, please see the board contact list at the end of the document. What is an “IPRC”? Regulation 181/98 requires that all school boards establish committees for the identification and placement of exceptional students (IPRCs). An IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer. Members most often include: 1. Principal 2. Teacher(s) 3. Special Education Support Staff and/or others as required
What is the role of the IPRC? The IPRC will: • decide whether or not your child should be identified with an exceptionality; • identify the areas of your child’s exceptionality, according to the categories and definitions of exceptionalities provided by the Ministry of Education; • decide an appropriate placement for your child. Rainbow District School Board offers a full range of placement options: - regular classroom with resource support - self-contained special education class - self-contained special education school - Provincial School placement for students with a learning disability or students who are deaf or blind
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 13 Who is identified as an exceptional pupil? The Education Act defines an exceptional pupil as “a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program...” Students are identified according to the categories and definitions of exceptionalities provided by the Ministry of Education. What is a special education program? A special education program is defined in the Education Act as an educational program that: • is based on and modified by the results of continuous assessment and evaluation; and • includes a plan (called an Individual Education Plan or IEP) containing specific goals and an outline of special education services designed for the exceptional pupil. What are special education services? Special education services are defined in the Education Act as the facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program. What is an IEP? The IEP must be developed for your child, in consultation with you. It must include: • specific educational expectations; • an outline of the special education program and services that will be received; • a statement about the methods by which your child’s progress will be reviewed; • for students 14 years and older (except those identified as exceptional solely on the basis of giftedness), a plan for transition to appropriate postsecondary school activities, such as work, further education, and community living; and • all students with an IEP must have a transition plan, regardless of age.
14 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 The IEP must be completed within 30 school days after your child has been placed in the program, and the principal must ensure that you receive a copy of it. How is an IPRC meeting requested? The principal of your child’s school: • must convene an IPRC meeting for your child, upon receiving your written request; • may, with written notice to you, refer your child to an IPRC when the principal and the child’s teacher or teachers believe that your child may benefit from a special education program. Within 15 days of receiving your request, or giving you notice, the principal must provide you with a copy of this guide and a written statement of approximately when the IPRC will meet. May parents/guardians attend the IPRC meeting? Regulation 181/98 entitles parents/guardians and pupils 16 years of age or older: • to be present at and participate in all committee discussions about your child; and • to be present when the committee’s identification and placement decision is made. Who else may attend an IPRC meeting? • the principal of your child’s school; • other resource people such as your child’s teacher, special education staff, board support staff, or the representative of an agency, who may provide further information or clarification; • your representative – that is, a person who may support you or speak on behalf of you or your child; and • an interpreter, if one is required. (You can request the services of a school board interpreter through the principal of your child’s school.)
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 15 Who may request that others attend? Either you or the principal of your child’s school may make a request for the attendance of others at the IPRC meeting. What information will parents/guardians receive about the IPRC meeting? At least 10 days in advance of the meeting, the chair of the IPRC will provide you with written notification of the meeting and an invitation to attend the meeting as an important partner in considering your child’s placement. This letter will notify you of the date, time, and place of the meeting, and it will ask you to indicate whether you will attend. Before the IPRC meeting occurs, you will receive a written copy of any information about your child that the chair of the IPRC has received. This may include the results of assessments or a summary of information. What if parents/guardians are unable to make the scheduled meeting? If you are unable to make the scheduled meeting, you may: • contact the school principal to arrange an alternative date or time or; • let the school principal know you will not be attending, and as soon as possible after the meeting, the principal will forward to you, for your consideration and signature, the IPRC’s written statement of decision noting the decision of identification and placement and any recommendations regarding special education programs and services.
16 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 What happens at an IPRC meeting? • The chair introduces everyone and explains the purpose of the meeting. • The IPRC will review all available information about your child. • They will: - consider an educational assessment of your child; - consider, subject to the provisions of the Health Care Consent Act, 1996, a health or psychological assessment of your child conducted by a qualified practitioner if they feel that such an assessment is required to make a correct identification or placement decision; - interview your child, with your consent if your child is less than 16 years of age, if they feel it would be useful to do so; and - consider any information that you submit about your child or that your child submits if he or she is 16 years of age or older. • The committee may discuss any proposal that has been made about a special education program or special education services for the child. • Committee members will discuss any such proposal at your request, or at the request of your child if the child is 16 years of age or older. • You are encouraged to ask questions and join in the discussion. • Following the discussion, after all the information has been presented and considered, the committee will make its decision. What will the IPRC consider in making its placement decision? Before the IPRC can consider placing your child in a special education class, it must consider whether placement in a regular class with appropriate special education services will: • support your child’s exceptionality; and • be consistent with your preferences.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 17 If, after considering all of the information presented to it, the IPRC is satisfied that placement in a regular class will support your child’s exceptionalities and that such a decision is consistent with your preferences, the committee will decide in favour of placement in a regular class with appropriate special education services. If the committee decides that your child should be placed in a special education class, it must state the reasons for that decision in its written statement of decision. What will the IPRC’s written statement of decision include? The IPRC’s written statement of decision will state: • whether the IPRC has identified your child as exceptional; • where the IPRC has identified your child as exceptional, - the categories and definitions of any exceptionalities identified, as they are defined by the Ministry of Education; - the IPRC’s description of your child’s strengths and needs; - the IPRC’s placement decision; and - the IPRC’s recommendations regarding a special education program and special education services; • where the IPRC has decided that your child should be placed in a special education class and the reasons for that decision. What happens after the IPRC has made its decision? If you agree with the IPRC decision, you will be asked to indicate, by signing your name, that you agree with the identification and placement decisions made by the IPRC. The statement of decision may be signed at the IPRC meeting or taken home and returned. If the IPRC has identified your child as an exceptional pupil and you have agreed with the IPRC identification and placement decision, the principal of the school at which the special education program is to be provided will initiate the development of an Individual Education Plan (IEP) for your child.
18 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 Once a child has been placed in a special education program, can the placement be reviewed? A review IPRC meeting will be held within the school year, unless the principal of the school at which the special education program is being provided receives written notice from you, the parent/guardian, dispensing with the annual review. You may request a review IPRC meeting any time after your child has been in a special education program for three months. What does a review IPRC consider and decide? • The review IPRC considers the same type of information that was originally considered. • With your written permission, the IPRC conducting the review will consider the progress your child has made in relation to the IEP. • The IPRC will review the placement and identification decisions and decide whether they should be continued or whether a different decision should now be made. What can parents/guardians do if they disagree with the IPRC decision? • If you do not agree with either the identification or placement decision made by the IPRC, you may: - within 15 days of receipt of the decision, request that the IPRC hold a second meeting to discuss your concerns; - you may waive the right to a second IPRC. • If you do not agree with the decision after the second meeting, you may file a notice of appeal within 15 days of your receipt of the decision. • If you do not consent to the IPRC decision and you do not appeal it, the board will instruct the principal to implement the IPRC decision.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 19 How do I appeal an IPRC decision? If you disagree with the IPRC’s identification of your child as exceptional or with the placement decision of the IPRC, you may, within 30 days of receipt of the original decision or within 15 days of receipt of the decision from the second meeting described above, give written notification of your intention to appeal the decision to the Secretary of the Rainbow District School Board, 408 Wembley Drive, Sudbury ON P3E 1P2. The notice of appeal must: • indicate the decision with which you disagree; and • include a statement that sets out your reasons for disagreeing. What happens in the appeal process? The appeal process involves the following steps: • The board will establish a special education appeal board to hear your appeal. The appeal board will be composed of three persons (one of whom is to be selected by you, the parent/guardian) who have no prior knowledge of the matter under appeal. • The chair of the appeal board will arrange a meeting to take place at a convenient time and place, but no later than 30 days after he or she has been selected (unless parents/guardians and board both provide written consent to a later date). • The appeal board will receive the material reviewed by the IPRC and may interview any persons who may be able to contribute information about the matter under appeal. • You, the parent/guardian, and your child, if he or she is 16 years old or over, are entitled to be present at, and to participate in, all discussions. • The appeal board must make its recommendation within three days of the meeting ending. It may: - agree with the IPRC and recommend that the decision be implemented; or - disagree with the IPRC and make a recommendation to the board about your child’s identification, placement, or both.
20 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 • The appeal board will report its recommendations in writing, to you and to the school board, providing the reasons for its recommendations. • Within 30 days of receiving the appeal board’s written statement, the school board will decide what action it will take with respect to the recommendations. (Boards are not required to follow the appeal board recommendation.) • You may accept the decision of the school board, or you may appeal to a Special Education Tribunal. You may request a hearing by writing to the Secretary of the Special Education Tribunal. Information about making an application to the tribunal will be included with the appeal board’s decision. What special education programs and services are provided by the board? Rainbow District School Board provides special education programs and services for all exceptional students of the board, including assessments, modified curriculum expectations, alternative curriculum expectations, accommodations and/or an adapted environment. Human resource support is also provided. What organizations are available to assist parents/guardians? Many parent organizations are available to provide information and support to parents/guardians of exceptional children.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 21 Following is a list of Special Education Advisory Committee (SEAC) members and the organizations they represent:
Autism Ontario Natasha Delaney Tel: 705-929-2561 Sudbury Chapter [email protected]
Learning Disabilities Wendy Larouche Tel: 705-522-0100 Association of Fax: 705-522-2289 Ontario [email protected]
Learning Disabilities Mary-Liz Warwick Tel: 705-522-0100 Association Fax: 705-522-2289 of Ontario [email protected] - Alternate
Down Syndrome Julie Contini Tel: 705-988-7375 Association of [email protected] Sudbury
Down Syndrome Luciano Contini Tel: 705-988-2472 Association of [email protected] Sudbury - Alternate
Northern Ontario Robert Silvestri Tel: 705-675-5554 Assessment and robertsilvestri@ Resource Centre cambriancollege.ca (NOARC)
Fetal Alcohol Cereena Rows Tel: 705-566-3416, ext. 2552 Syndrome Disorder [email protected]
22 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 Member at large Julia Ritchie Tel: 705-698-0543 [email protected]
N’Swakamok Native Darryl Walker Tel: 705-674-2128 Friendship Centre Fax: 705-671-3539 [email protected]
N’Swakamok Native Kelly-Lee Assinewe Tel: 705-674-2128 Friendship Centre Fax: 705-671-3539 - Alternate [email protected]
Trustee Margaret Stringer Tel: 705-368-3102 Rainbow District [email protected] School Board
Trustee Kerrie St. Jean Tel: 705-525-8684 Rainbow District [email protected] School Board
Trustee Judy Kosmerly Tel: 705-897-1603 Rainbow District [email protected] School Board - Alternate
Trustee Dena Morrison Tel: 705-560-8294 Rainbow District [email protected] School Board - Alternate
* Monthly SEAC meetings are held on the first Wednesday of each month.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 23 What are the Ministry of Education’s provincial and demonstration schools? The Ministry of Education operates provincial and demonstration schools throughout Ontario for deaf, blind, deaf-blind, and severely learning-disabled students, as well as those with Attention Deficit Hyperactivity Disorder (ADHD). Residential programs are offered at the schools Monday to Friday, for students who live too far from school to travel daily.
Demonstration schools for English-speaking students with ADHD and severe learning disabilities: Sagonaska Demonstration School 350 Dundas Street West Belleville, ON K8P 1B2 Telephone: 613-967-2830 Trillium Demonstration School 347 Ontario Street South Milton, ON L9T 3X9 Telephone: 905-878-2851 Amethyst Demonstration School 1515 Cheapside Street London, ON N5V 3N9 Telephone: 519-453-4400
24 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 Schools for the deaf: Ernest C. Drury School for the Deaf 255 Ontario Street South Milton, ON L9T 2M5 Telephone: 905-878-2851 TTY: 905-878-7195 Robarts School for the Deaf 1515 Cheapside Street London, ON N5V 3N9 Telephone and TTY: 519-453-4400 Sir James Whitney School for the Deaf 350 Dundas Street West Belleville, ON K8P 1B2 Telephone and TTY: 613-967-2823
School for the blind and deaf-blind W. Ross Macdonald School for the Blind 350 Brant Avenue Brantford, ON N3T 3J9 Telephone: 519-759-0730 Toll Free: 866-618-9092
Francophone school for the deaf and for those with learning disabilities: Centre Jules-Léger 281 avenue Lanark Ottawa, ON K1Z 6R8 Telephone: 613-761-9300
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 25 Where can parents/guardians obtain additional information? Additional information can be obtained by contacting: Your school principal OR Superintendent responsible for Special Education Rainbow District School Board 408 Wembley Drive, Sudbury ON P3E 1P2 Phone: 705-674-3171, Fax: 705-674-3167 OR Rainbow District School Board Special Education Programs and Services 408 Wembley Drive, Sudbury ON P3E 1P2 Phone: 705-523-3308, Fax: 705-523-3314
26 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 4 Section 5
Educational and Other Assessments Overview The delivery of Special Education Programs and Services in the Rainbow District School Board involves a series of steps, all of which are facilitated by the Special Education Resource Teacher/ Program Leader in collaboration with principals, teachers, parents, outside agencies and where applicable, the students. Assessment is ongoing as reflected in these steps:
Step 1 Identification of Learning Difficulties Step 2 Performance-Based Assessment Step 3 Parent Consultation Step 4 In-School Team Meeting Step 5 Educational Assessment and/or Functional Behaviour Assessment Step 6 Parent Consultation Step 7 Consultation with Special Education Consultant/Coordinator Step 8 Intake Meeting Step 9 Psychoeducational Assessment, Speech-Language Assessment, or Functional Behaviour Assessment Step 10 Working Meeting Step 11 Parent Conference/Feedback Meeting Step 12 Identification, Placement, and Review Committee Meeting Step 13 Parent Consultation Step 14 Development of Individual Education Plan or Behaviour Safety Plan Step 15 Program Implementation Step 16 Parent Consultation Step 17 Individual Education Plan and/or Program
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 1 Step 1 Identification of Learning Difficulties Step 2 Performance-Based Assessment
TYPE OF ASSESSMENT/TOOLS CONDUCTED BY QUALIFICATION AVERAGE PARENTAL CONSULTATION OF STAFF WAITING CONSENT WITH PARENTS TIMES
Performance-based classroom assessments include Classroom Teacher Certified by the Immediate and Registration in Regular and ongoing demonstrations of knowledge, academic skill and Ontario College ongoing school implies skill as a learner. of Teachers consent Classroom teachers assess the products of student learning, as well as the processes used by the students. Performance-based assessment is ongoing and varieties of assessment tools are used. Assessment tools include: ◆ Student learning profiles ◆ Learning inventories ◆ EQAO results ◆ DRA ◆ Fountas & Pinnell Assessment ◆ Conversation sample ◆ Writing exemplars ◆ Reading exemplars ◆ Portfolios ◆ Tests/exams ◆ Performances ◆ Miscue analysis
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 TYPE OF ASSESSMENT/TOOLS CONDUCTED BY QUALIFICATION AVERAGE PARENTAL CONSULTATION OF STAFF WAITING CONSENT WITH PARENTS TIMES
Early Identification and Intervention Screening Classroom Teacher Certified by the Immediate and Registration in Regular and ongoing Assessments Ontario College ongoing school implies Assessment tools include: of Teachers consen ◆ Early Identification Social Health History Form ◆ TSRI ◆ Student profiles ◆ Conversation samples ◆ Rosner Auditory Analysis Test ◆ Yopp Singer Test of Phoneme Segmentation ◆ Developmental Reading Assessment ◆ GB+ ◆ Running records
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 3 Step 3 Parent Consultation Step 4 In-School Team Meeting Step 5 Educational Assessment and/or Functional Behaviour Assessment
TYPE OF ASSESSMENT/TOOLS CONDUCTED BY QUALIFICATION AVERAGE PARENTAL CONSULTATION OF STAFF WAITING CONSENT WITH PARENTS TIMES
Performance-based assessments include Special Education Certified by the Educational Parents are notified Educational demonstrations of knowledge, academic skill Teacher Ontario College assessments assessment report and skill as a learner (See above). The following of Teachers follow in-school is shared assessment tools are commonly used in the RDSB: team meetings Minutes of In-School Additional Team Meetings are ◆ Weschler Individual Achievement Test – III Qualifications which are held weekly in most maintained ◆ Phonological Awareness Test – II Special Education Part 1 schools ◆ Peabody Picture Vocabulary Test – IV SE-1 referral form is ◆ (mandatory) ABLLS completed ◆ AFLS ◆ KeyMath-3 Special Education ◆ Alternative Assessment Tool Specialist (preferred)
(Under the guidance Otis-Lennon School Ability Test (Grades 4 & 7) of Psychological Services staff)
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 Step 6 Parent Consultation Step 7 Consultation with Special Education Consultant/Coordinator
TYPE OF ASSESSMENT/TOOLS CONDUCTED BY QUALIFICATION AVERAGE PARENTAL CONSULTATION OF STAFF WAITING CONSENT WITH PARENTS TIMES
File review Special Education Certified under Consultant/ SE-1 Assessment Teacher/ the Ontario Coordinator results are shared Special Education College of visits the school through the Special Classroom observation Consultant/ Teachers Act on a regular Education Resource Coordinator basis and as Teacher/ Program needed Leader Some further assessment may be completed Additional Qualifications: Consultation with the Special Education Teacher/ Special Education Program Leader and/or the in-school team Specialist
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 5 Step 8 Intake Meeting Elementary Special Education Resource Teachers meet with Special Education Consultants/ Coordinators and Psychological Services and Speech-Language Pathology staff twice per year to establish priorities for assessment and/or provide consultation to schools. The Special Education Coordinator meets individually with Psychological Services and Speech-Language Pathology staff twice per year to establish priorities for assessment and/or provide consultation to schools. Process: Each SERT presents student profiles in order of greatest need. Student profiles include:: ◆ performance assessment information ◆ assessment data ◆ strengths/needs profile ◆ OSR file review After hearing all the presentations, Psychological Services and Speech-Language Pathology, in consultation with the Elementary SERT and Consultants, or Secondary Special Education Program Leader and Coordinators establishes the assessment list in order of priority for that cycle (triage). Priority is based upon: ◆ severity of need ◆ need to refer to an IPRC for placement (e.g. possibility of special class placement, or placement is questioned) ◆ need to refer to an IPRC for identification. The Intake Team may also recommend: ◆ agency involvement - referrals to Children’s Treatment Centre for occupational therapy and/or physiotherapy - referrals to Children’s Community Network (CCN) and then continue to COMPASS or Child and Community Resources (CCR) ◆ referral to a paediatrician ◆ referral to the SERT or Consultant/Coordinator for further programming support and /or IEP development ◆ referral to Speech-Language Pathology or Psychological Services for assessment ◆ referral to mental health services ◆ referral to Board Certified Behaviour Analyst. Intake cycles may include the completion of the assessment followed by a meeting with school staff and parent(s)/guardian and the student where possible.
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 Step 9 Psychoeducational Assessment
TYPE OF ASSESSMENT/TOOLS CONDUCTED BY QUALIFICATION OF AVERAGE PARENTAL CONSULTATION STAFF WAITING CONSENT WITH PARENTS TIMES Assessment may involve a file review, partial Psychologist and Registered with Dependent Referral for Working Meeting assessment, consultation or a formal assessment. /or Psychological the College of upon number Specialized with Consultant/ Intellectual Associate Psychologists of of referrals, Assessment Coordinator is Ontario complexity of Services (SE-2) convened to review/ ◆ Weschler Intelligence Scale for Children – V student needs, is signed operationalize ◆ Stanford-Binet V Certified under the and capacity of recommenda¬tions ◆ Woodcock-Johnson, Third Edition Regulated Health Psychological and develop an ◆ Weschler Adult Intelligence Scale – IV Professions Act Services to implementation complete plan. ◆ Wechsler Preschool and Primary Scale of Intelligence assessments – Fourth Edition Doctorate/Master Processing in Psychology Consultation with school staff and ◆ Phonological Awareness Test – II parent follows. ◆ Comprehensive Test of Phonological Processing ◆ Woodcock-Johnson, Third Edition Psychometrist Master in Outcome may ◆ Boder Test of Reading-Spelling Patterns Psychology involve an IPRC ◆ Developmental Visual Motor Integration Test meeting ◆ Children’s Memory Scales Unregistered staff ◆ Wide Range Assessment of Memory and Learning – II (Psychometrists) are supervised by Behaviour/Personality registered staff ◆ Achenbach Series under the Regulated ◆ Behaviour Assessment Systems for Children Health Professions ◆ Conners= Series Act ◆ Personality Inventory for Children/Adolescents ◆ Scales of Independent Behaviour – Revised ◆ Multidimensional Anxiety Scale for Children – 2 ◆ Children’s Depression Inventory
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 7 Step 9 Speech-Language Assessment
TYPE OF ASSESSMENT/TOOLS CONDUCTED BY QUALIFICATION AVERAGE PARENTAL CONSULTATION OF STAFF WAITING CONSENT WITH PARENTS TIMES Assessment may involve a file review, partial Speech-Language Registered under Dependent Referral for Consultation with assessment, consultation or a formal assessment. Pathologist the College of upon number Specialized school staff and Language (sample tools) Audiologists and of referrals, Assessment Services parent follows. Speech-Language complexity of (SE-2) is signed ◆ Clinical Evaluation of Language Fundamentals – Pathologists of student needs, Preschool Outcome may Ontario and capacity involve an IPRC ◆ Clinical Evaluation of Language Fundamentals – 4 of Speech- meeting ◆ Clinical Evaluation of Language Fundamentals – 5 Language Metalinguistics Master of Health Pathologists Science in Speech to complete ◆ Test of Auditory Processing Skills – 4 Language assessments ◆ Social Language Development Test Pathology ◆ Goldman Fristoe 3 Test of Articulation ◆ Montgomery Assessment of Vocabulary Acquisition ◆ Test of Narrative Language - 2 ◆ Wiig Assessment of Basic Concepts
8 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 Step 9 Functional Behaviour Assessment
TYPE OF ASSESSMENT/TOOLS CONDUCTED BY QUALIFICATION AVERAGE PARENTAL CONSULTATION OF STAFF WAITING CONSENT WITH PARENTS TIMES Assessment may involve a file review, Member of the Specialized ABA Dependent Referral for Working Meeting student observations, and/or interviews ABA Team training upon number Specialized with Consultant/ with staff and parents. of referrals, Assessment Services Coordinator is complexity of (SE-2) is signed convened to review/ student needs, operationalize and capacity of recommenda¬tions the ABA Team and develop an to complete implementation assessments plan.
Consultation with school staff and parent follows.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 9 Step 10 Working Meeting Step 11 Parent Conference/Feedback Meeting Step 12 Identification, Placement, and Review Committee Meeting Step 13 Parent Consultation Step 14 Development of Individual Education Plan
TYPE OF ASSESSMENT/TOOLS CONDUCTED BY QUALIFICATION AVERAGE PARENTAL CONSULTATION OF STAFF WAITING CONSENT WITH PARENTS TIMES Needs are based upon IPRC statements. Special Education Certified under Within 30 Parents must be Parents are invited Teacher the Ontario school days consulted in the to sign the IEP (in consultation with College of ofPRC I development of to acknowledge Current Level of Achievement is established from classroom teachers, Teachers Act the IEP. consultation in the all assessment data gathered to date and reflects the student, and development of the baseline by which progress is measured in relation parents) IEP and receipt of a to Ontario Curriculum or alternative expectations. Additional copy. Qualifications Special Education Part 1 (mandatory)
Special Education Specialist (preferred)
10 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 Step 15 Program Implementation Step 16 Parent Consultation Step 17 Individual Education Plan and/or Program Review
TYPE OF ASSESSMENT/TOOLS CONDUCTED BY QUALIFICATION AVERAGE PARENTAL CONSULTATION OF STAFF WAITING CONSENT WITH PARENTS TIMES Performance-based assessment continues Special Education Certified under Ongoing Established through Parents are notified and includes demonstrations of knowledge, Teacher the Ontario SE-1, SE-2, and IEP of significant academic skill, and skill as a learner (see above), (in consultation with College of changes to the as well as ongoing program modifications and classroom teachers, Teachers Act IEP as the result accommodations. the student, and of continuous parents) assessment and Additional review. Qualifications Special Education Part 1 (mandatory)
Special Education Specialist (preferred)
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 11 Sharing with Parents Parental involvement is ongoing (See Steps 1-17). At the earlier steps, the classroom teacher is the primary contact person. The involvement of the Special Education Resource Teacher (SERT) and other professionals increases as the process moves through the steps at the elementary level. At the secondary level, a Special Education Program Leader will be the main contact for exceptional students.
Sharing with Staff Communication with staff is facilitated by the SERT throughout the process (See Steps 1-17). Classroom teachers are involved in In-School Team Meetings and Parent Conferences/Feedback Meetings.
Sharing with Outside Agencies The SERT and/or the parent facilitate collaboration with outside agencies. Consent to release information is used to enable the sharing of information. Involvement of outside agencies may occur at any of Steps 1-17.
Privacy of Information All staffs are required to respect the requirements of “The Ontario School Record Guideline” (2000). Compliance with the Personal Health Information Protection Act (PHIPA) and the Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) must also be assured. Principals are responsible for ensuring that the OSR is maintained according to the OSR guideline, Regulation 181, and other requirements under the Education Act.
Psychoeducational and Speech-Language Assessments No finalized psychoeducational or speech-language assessment report can be copied or changed in any way. Requests for a copy are made to the Registered Health Care Professional who signed the report. Psychology and speech-language files are maintained in a secure electronic database at the Centre for Education and access is controlled. Apart from the practitioners responsible for the information in the files, only the Principal of Special Education and the Superintendant of Special Education have authorized access to the files. Waiting Lists The process of establishing waiting lists is described in Section 5, Page 6, and Step 8. Where resources are available through the provincial funding model, additional assessments are conducted.
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
12 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 Assessment Data
2017/2018 2018/2019 2019/2020 Psychological RDSB Staff 136 179 133 Educational Contracted 20 46 0 Cambrian College Partnership 3 4 9
Clinical RDSB Staff 0 0 0 Total Assessments 159 229 142 Speech- RDSB Staff 214 175 108 Language Full assessments Full Assessments Full Assessments Contracted – 0 0 0 Full Assessments Total Full Assessments 214 175 108 Applied Total ABA Assessments – 56 58 Behaviour Analysis Total Assessments 373 460 308 Consultations Psychological 137 202 161 Speech-Language 193 201 116 Applied Behaviour – 63 54 Analysis
Other Psychological Services 2020-2021 Review of third party reports and consultations, partial reports and assessments, and professional development for staffs. Other Speech Language Services 2020-2021 Kindergarten year 1 consultations for students with severe communication difficulties not serviced by a community agency, partial assessments and reports, consultation for students in an ISP, direct intervention for students in Kindergarten year 2 to Grade 12 with articulation delays, direct intervention for Kindergarten year 2 to Grade 3 with an identified oral language delay/disorder, IPRC meetings, consultations for students in Kindergarten year 2 to Grade 12 with identified language needs and professional development for staff. Please note that in the past, RDSB and Wordplay had an understanding that RDSB SLPs would be available to consult upon teachers’ request for those JK students who were active or had been discharged from Wordplay Speech Language Services. RDSB SLPs did not provide consultations for JK students who had not been serviced by Wordplay.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 13 SPE-07
Plan of Action / Minutes of Meetings
Please provide everyone in attendance at this meeting (including parents) with a copy of this completed form.
MINUTES OF: c CASE CONFERENCE WORKING MEETING PARENT MEETING IN-SCHOOL TEAM MEETING I.P.R.C. MEETING
DATE OF MEETING: ______SCHOOL LOCATION: ______OBJECTIVE OF MEETING: ______
NAME OF STUDENT: ______DATE OF BIRTH: ______DD/MMM/YYYY DISCUSSION
Page 1 of 2
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
14 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 SPE-07
Plan of Action / Minutes of Meetings PLAN OF ACTION The following individuals participated in the development of this Plan of Action. Each person understands and agrees to carry out the plan as it applies to their role in the provision of services.
NAME OF TEAM MEMBER JOB TITLE SIGNATURE 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
WHO? DOES WHAT? WHEN? FOLLOW-UP
Page 2 of 2 Revised 2007/10/25 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 15 SE-01 Student Referral Form STUDENT NAME: ______DATE OF BIRTH: ______
O.E.N.: ______GENDER: c Male Female AGE: ______
PRESENT GRADE: ______GRADES REPEATED: ______
REFERRING TEACHER: ______DATE REFERRED: ______
SPECIAL EDUCATION RESOURCE TEACHER: ______
SCHOOL: ______# OF SCHOOLS ATTENDED: ______
NAME OF PARENT/GUARDIAN: ______
STUDENT PROFILE
PRESENTING PROBLEM(S):
STRENGTHS:
PROGRAM INTERVENTION STRATEGIES ATTEMPTED:
Page 1 of 2
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
16 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 SE-01 Student Referral Form OTHER AREAS OF CONCERN AREA DATE (dd/mmm/yyyy) Vision Assessment Yes No Hearing Assessment Yes No Speech/Language Assessment Yes No Health Concerns Yes No Specify: ______Attendance Concerns Yes No Suspensions Yes No Number: ______Other: ______
DATE (dd/mmm/yyyy) Review of OSR Documentation Parent Consultation(s) Contact with Outside Agency(ies) In-School Team Meeting(s) Individual Education Plan Academic Assessment (K-TEA, PPVT) Psycho-Educational Assessment Yes No Language Assessment Yes No Pediatric Referral Yes No Other Referral Yes No Specify: ______
PARENT/GUARDIAN NOTIFICATION OBTAINED: Phone Interview Letter
CONTACT MADE BY: ______DATE: ______
TEACHER SIGNATURE: ______DATE: ______
PRINCIPAL SIGNATURE: ______DATE: ______
Signed Original in O.S.R. Documentation File
In accordance with Section 29(2) of the Municipal Freedom of Information and Protection of Privacy Act, personal information on this form is being collected under the authority of The Education Act, Sections 8.1(1) and 266, and will be used for the purpose of developing a Special Education program plan for the student and/or identification or placement. Questions regarding this form should be directed to The Gord Ewin Centre for Education at 523-3308. Revised 2007/10/25
Page 2 of 2 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 17 SE-02 Student Referral For Specialized Assessment Service
STUDENT NAME: ______DATE OF BIRTH: ______
O.E.N.: ______
Dear Parent(s)/Guardian(s):
This referral form enables us to involve the following specialized assessment services listed below to help address your child’s needs and best support your child (Check appropriate service(s) for which a referral is being made).
Psychoeducational Services Functional Behaviour Assessment/Treatment Speech/Language Pathology
Your signed consent is required so that our staff may consult with teachers and other school or Rainbow District School Board Specialized Services staff who work with your child, review the content of your child’s Ontario Student Record folder, and, where appropriate, assess your child. If an assessment is completed, you will be invited to meet to review the results and help plan an appropriate educational program.
All information, such as class grades, teacher comments, test results, notes, and prepared reports will be kept in a secure electronic database, and shared only with necessary school board staff.
Please review the school staff’s comments on Page 2 and add any additional information you feel will help us to understand your child’s individual needs on Page 5 before signing your consent on Pages 3 and 4. You will be asked permission before placing any report resulting from this service is placed into your child’s Ontario School Record folder.
Your consent will be considered valid for one calendar year from the date of your signature. You may withdraw your permission for our specialized services at any time by notifying the school.
Thank you.
PRINCIPAL SIGNATURE: ______DATE: ______
COPIES: Signed Original to O.S.R. Copy to Rainbow District School Board Centre for Education
In accordance with Section 29(2) of the Municipal Freedom of Information and Protection of Privacy Act, personal information on this form is being collected under the authority of The Education Act, Section 266, and will be used only for the purpose of developing an appropriate educational program. Questions regarding this form should be directed to The Rainbow District School Board Centre for Education at 705.674-3171.
Page 1 of 5 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
18 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 SE-02 Student Referral For Specialized Assessment Service
STUDENT NAME: ______O.E.N.: ______SCHOOL: ______TEACHER: ______
DATE OF BIRTH: ______GENDER: c Male Female dd/mmm/yyyy
PRESENT GRADE: ______c English Instruction French Instruction Has this student been deemed to have exceptional needs by an I.P.R.C.? Yes No If yes, state type of exceptionality: ______DATE OF FIRST I.P.R.C.: ______Non-exceptional IEP: c Yes No
SPECIFIC AREAS OF CONCERN
RELEVANT BACKGROUND INFORMATION
PROGRAM INTERVENTION STRATEGIES ATTEMPTED
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Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 19 SE-02 Student Referral For Specialized Assessment Service
Parental/Guardian Consent for involvement of specialized services
Name of parent/guardian: Address: Day Time Phone: Email: Name of parent/guardian: Address: Day Time Phone: Email:
Other than English, what language(s) is/are spoken at home? ______
c I/we give permission for Specialized Assessment Services to collaborate about and possibly assess my child. c I/we do not give permission. ______Parent/Guardian Signature Relationship to Student Date ______Parent/Guardian Signature Relationship to Student Date
Consent for Communication with Family Doctor/Pediatrician Please complete if you give our services permission to discuss your child with your family doctor and/or pediatrician.
Name of Family Physician: ______Address: ______Name of Pediatrician: ______Address: ______
Consent of Secondary School Student (A or B)
If you are between the ages of 16 and 18 and living at home.
c I give permission for Specialized Assessment Services c I do not give permission.
______Student Signature Date
I/We hereby consent to the sharing of information between the School Psychology and Speech and Language staff, ABA Services, and the above named physician(s), for the purpose of supporting my child’s educational needs.
______PARENT(S)/GUARDIAN(S) SIGNATURE(S) STUDENT SIGNATURE (age 16 or older) Revised 2019/01/09 Page 3 of 5 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
20 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 SE-02 Student Referral For Specialized Assessment Service
STUDENT NAME: ______
CONSENT FOR SPECIALIZED ASSESSMENT SERVICES Please review this referral and indicate if you agree to the involvement of the services identified on Page 1.
If your child is chosen to receive a Psychoeducational Assessment, Functional Behaviour Assessment, or Speech Language Assessment, the following information is important for you to know.
• The assessment may involve standardized testing for language, cognitive, academic, and/or socio- emotional functioning. It may also include an analysis of the environment in which behaviour occurs. • The benefits of the assessment include: - An assessment can provide clarification of your child’s learning profile or communication skills. - It can provide recommendations and strategies to support your child’s development. • The risks of the assessment include: - Some students may feel anxious about the assessment, but all attempts will be made to ensure their comfort. • You will receive both verbal and written feedback of the assessment results. If you do not attend a feedback meeting, please note that a copy of the report will be shared with the school and placed in your child’s school file. • The results of the assessment will be kept confidential, and will be uploaded to a secure electronic database. This database is accessible only by the RDSB specialized services staff involved with your child.
For Psychoeducational assessments - This service will be provided by either an individual registered with the College of Psychologists of Ontario, or by an individual who works under the supervision of a Member of the College of Psychologists of Ontario. If you would like further information, please contact the board’s Chief Psychologist, Dr. Patricia Ross. She can be reached at 705.674.3171, ext. 8224
For Functional Behaviour assessments/treatment – These services will be provided or supervised by a Board Certified Behaviour Analyst (BCBA) with certification from the Behaviour Analyst Certification Board (BACB). If you would like further information, please contact Brien Managhan, BCBA, 705.674.3171, ext. 8244.
For Speech/Language assessments - This service will be provided by a Speech-Language Pathologist registered with the College of Audiologists and Speech-Language Pathologists of Ontario. If you would like further information, please contact Colleen McDonald. She can be reached at 705.674.3171, ext. 8201.
I have read, understood, and consent to the above.
______Signature of Parent/Guardian Date
Page 4 of 5 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 21 SE-02 Student Referral For Specialized Assessment Service STUDENT NAME: ______
Please indicate if you have concerns for your child in any of the following areas: c Attention Span Challenging Behaviours c Hearing/Ear Infections Learning Difficulties c Medical Conditions/Concerns School Attendance c Speech/Language Difficulties Vision Difficulties c Other: ______Please arrange for a vision and/or hearing checkup if your child has not had a checkup in these areas within the past year. Please contact your family doctor for more information.
Please identify any health professional and/or social service agency that has helped you with any concern(s) you checked off above. Include pediatrician or other medical specialist, counselor, etc.
STILL RECEIVING IF NOT, WHEN WAS NAME OF SERVICE PROVIDER HELP? THE LAST CONTACT? 1. c Yes c No 2. c Yes c No 3. c Yes c No 4. c Yes c No 5. c Yes c No
PARENT/GUARDIAN COMMENTS/ADDITIONAL INFORMATION:
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22 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 SPE-11 Consent to the Release of Confidential Information
This form is to be used when requesting information from an educational institution/agency. PLEASE PRINT I/We ______Full Name of ______Address
hereby consent to the release of the following information: Psychiatric information Social Work information Psychological information Speech-Language information Other (please specify): ______compiled/prepared by ______Name of Educational Institution, Agency or Person ______Address in respect of ______Name of Student Date of Birth (i.e. January 1, 1990) ______School
to ______Name of Educational Institution, Agency or Person for the purpose(s) of Educational planning Co-ordination of service Other (please specify): ______Special Instructions: ______
______Signature of Person Giving Consent Relationship to Student ______Signature of Student (if applicable) Signature of Witness
Dated this ______day of ______, 20 ___ .
This consent form remains valid until*: ______Date (i.e. December 31, 2008) (Maximum one year from date of signature)
* Authorizing person(s) may cancel or change the above authorization in writing at any time prior to the expiry date, unless action has already been taken on the basis of the authorization. Please refer to the “Instructions for Ensuring Informed Consent for the Release of Confidential Information” on the reverse page when filling out this form. Page 1 of 2 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 23 SPE-11 Consent to the Release of Confidential Information
INSTRUCTIONS FOR ENSURING INFORMED CONSENT FOR THE RELEASE OF CONFIDENTIAL INFORMATION
These instructions accompany the “Consent to the Release of Confidential Information” form. To complete this consent, a parent, guardian, or student (where applicable), must be fully informed and understand the following:
1. What specific information is to be disclosed Specific pieces of information should be indicated, including Attendance Services’ information, Psychiatric information, Psychological information, Physiotherapy information, Occupational Therapy information, Social Work information and/or Speech-Language information. Parents, guardians, or students (where applicable), have the right to determine which information is to be released and need to be informed about which information is relevant for the purpose specified (see below). They also need to be aware that limiting access to pertinent information can make it difficult to meet the student’s needs appropriately.
2. For what purpose the information is to be disclosed The information may be used for educational planning and/or the co-ordination of services. Other purposes can also be specified. When releasing information to an outside agency or institution, the information may be used for the provision of their services.
Under Special Instructions: the parent, guardian, or student (where applicable), may wish to indicate other specific instructions about the disposition of the confidential information. For example, they may wish to have a copy of the confidential information placed in the student’s Ontario Student Record. They may wish the information to remain in confidential psychological files (i.e. files supervised by a registered Psychologist). They may wish a copy of the information to be placed in both locations. They may wish to indicate that the confidential information must be destroyed after a specified time period (bearing in mind that legislation may stipulate a period of time during which the information must be retained). Any of these conditions should be noted.
The consent to release the information is valid for no more than one year and may be specified to be less than a year. The consent includes a statement indicating that it may be rescinded or amended at any time. This request must be made in writing and would rescind or amend the consent except where action has already been taken in reliance on the original authorization.
The authorizing signature on the consent indicates the parent’s, guardian’s or student’s agreement to the disclosure of the specified confidential information, to the specified institution/agency/person for the specified purpose, under a specific set of conditions.
Parents, guardians, or students (where applicable), should be given a copy of the original signed consent form to keep for their own records.
Revised 2009/01/09
Page 2 of 2 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
24 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 5 Section 6
Specialized Health Support Services in School Settings School Health Support Services (SHSS) Students that require SHSS follow the directives as per P/PM #81. The Rainbow District School Board has policies and procedures that address the use of oral medication and administration of an EpiPen® (epinephrine) within the school setting. Detailed procedures may be found in the following RDSB documents: ◆ “Guidelines for the Provision of Health Support Services in Schools” ◆ “Administrative Procedure for Anaphylaxis in the Rainbow District School Board” Students that require services such as catheterization, manual expression of bladder/ stomach, drainage/suctioning, or tube feeding are able to receive these services at school. Community Partners Community partners have an integral role in meeting the health needs of students. The following agencies provide supports for RDSB students: Children’s Treatment Centre (NEO Kids) ◆ Provides training for educational assistants to enable them to provide medical services for special needs ◆ Provides services in schools to students that require medical attention on a regular basis ◆ Additional information may be found in the RDSB document “Guidelines for the Provision of Health Support Services in Schools” ◆ Provides speech (articulation) intervention in schools to students who present with moderate to severe articulation difficulties with an oral motor component. Section 23 Programs ◆ Section 23 programs are established through agreements with the following agencies providing educational and treatment services for students: - Children’s Treatment Centre (Neo Kids) - Health Sciences North -CA YM - COMPASS ◆ Criteria for entry are established by each agency through their provincial ministries Children’s Community Network ◆ Provides central access for children and families in the Sudbury and Manitoulin Districts who use services funded by the MCCSS ◆ Offers service coordination for children with complex needs ◆ Paediatric clinic referrals
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 6 1 Appendix A
Policy/Program Memorandum No. 81
Issued under the authority of the Deputy Minister of Education
Date of Issue: July 19, 1984
Effective: Until revoked or modified
Subject: PROVISION OF HEALTH SUPPORT SERVICES IN SCHOOL SETTINGS
Application: Directors of Education Superintendents of Schools Principals of Schools
See Interministerial Guidelines for the Provision of Speech and Language also: Services (September 1988)
A Model for the Provision of Speech and Language Services
School boards, parents and local agencies have raised a concern regarding the provision of
health support services to school-age children. This concern involves services that extend
beyond educational services and are not included in the normal preventive health programs
already provided by boards of health to school children.
As a result of a study of this matter, the Ontario Government has decided that the
responsibility for ensuring the provision of such health support services will be shared among
the Ministries of Education, Health, and Community and Social Services. Responsibility for the
direct provision of these services at the local level will be shared by the school boards, the
Home Care Program of the Ministry of Health, and agencies operating under the Ministry of
Community and Social Services.
The attached chart, developed jointly by staff of the three ministries, summarizes the
respective responsibilities.
The Home Care Program of the Ministry of Health, at the request of a school board, will be
responsible for assessing pupil needs, and for providing such services as injection of
medication, catheterization, manual expression of the bladder, stoma care, postural drainage,
suctioning and tube feeding. The Ministry of Health will also be responsible for intensive
physio-occupational and speech therapy, and for assisting school boards in the training and
direction of school board staff performing certain other support services.
The Ministry of Community and Social Services will continue to be responsible for ensuring the
provision of health support services in children's residential care and treatment facilities.
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 6 The school boards will be responsible for the administration of oral medication where such
medication has been prescribed for use during school hours. For physically disabled pupils, the
school boards will provide such services as lifting and positioning, assistance with mobility,
feeding and toiletting, and general maintenance exercises. Boards will also continue to be
responsible for necessary speech remediation, correction and habilitation programs.
School boards should establish or update their policies for the provision of these support
services. Such policies should define administrative procedures, personnel roles, and routine
safeguards. The local boards of health, local Home Care Program administrators, and local
medical societies can provide valuable assistance in the development of such policies. The
procedures for the administering of oral medication, in particular, should provide:
1. That such procedures be applied only to those services, requested by the parent and prescribed by a physician or other health care professional, which must be provided during school hours.
2. That a request for the service and the authorization to provide such service be made in writing by the parent and the physician, specifying the medication, the dosage, the frequency and method of administration, the dates for which the authorization applies, and the possible side effects, if any.
3. That the storage and safekeeping requirements for any labelled medication be stated.
4. That a record of administration be maintained which includes the pupil's name, date, time of provision, dosage given, name of person administering, etc.
5. That the telephone numbers of the parent and physician be readily accessible in the school.
6. That the medication be administered in a manner which allows for sensitivity and privacy and which encourages the pupil to take an appropriate level of responsibility for his or her medication.
The assignment of these responsibilities is not intended to replace the provision of services
which some school boards have already established and may choose to continue. The
implementation of this policy, however, does ensure that, by 1985, no school-aged child
should be denied access to education because of special health support needs during school
hours.
Implementation of these services is expected to begin September 1, 1984, with full provision
of services by September 1, 1985. Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 6 3 The designation of roles and responsibilities for health support services in school settings does
not preclude, in emergency situations, the provision of a health service by designated school
board personnel, administered in accordance with section 52(2a) of the Health Disciplines Act
and section 10(c) of the Drugless Practitioners Act, and under the policies and procedures of
the school board concerned.
Should a need develop for a service which has not already been designated, the matter should
be referred by the school board to the Ministry of Education for its consideration in
consultation with the Ministry of Health.
School boards will be informed as soon as possible of the procedures to be followed in
obtaining the designated health support services from the Home Care Program of the Ministry
of Health.
MODEL FOR PROVISION OF SCHOOL HEALTH SUPPORT SERVICES
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 6 Specialized Health Support Services
Agency or position Position of person Procedures for Criteria for of person who Eligibility criteria for who determines resolving disputes Specialized Health determining when the performs the service students to receive the eligibility to receive about eligibility and Support Service service is no longer (e.g., LHIN-NE, Board service the service and the level of support (if required staff, parent, student) level of support available)
Nursing LHIN-NE contracts staff Essential Criteria Students must: CTC Case Manager Occupational therapy CTC contracts staff, Board in collaboration with staff ◆ be registered in a school Physiotherapy or receiving home physician and/or therapist schooling determines that student LHIN-NE has an appeal ◆ have an Ontario Health needs have stabilized and process in place for Card number LHIN-NE Case Manager further treatment will no parents who dispute longer be needed, the provision of these LHIN-NE contracts staff for ◆ require the services Nutrition Or services tube feeding as determined by the LHIN-NE Case Manager School staff have been in collaboration with a trained to carry out the physician, therapist, or procedure pathologist (See Essential Criteria above) Students must have been assessed by the SLP as CTC Speech Language CTC has an appeal Neo Kids CTC Speech CTC Speech and Language having: Pathologist upon receipt process in place for Speech and Language Language Pathologists/ Pathologist determines ◆ articulation difficulties of referral from Board parents who dispute Pathology Communicative Disorders student readiness to be due to an oral-motor Speech-Language the provision of these Assistant discharged. component Pathologist services ◆ stuttering ◆ voice difficulty ◆ resonance difficulty
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 6 5 Specialized Health Support Services (continued)
Physician provides a Administering Board staff (orally Physician and parent prescription and signs of prescribed administered medication Physician and parent determine that medication Case conference the Board medication medications only) is no longer required administration form LHIN-NE contracts staff, (See Essential Criteria Catheterization LHIN-NE Case Manager Board staff above) LHIN-NE Case Manager Lifting and in collaboration with positioning physician and/or therapist determines that student LHIN-NE has an appeal Assistance needs have stabilized and process in place for with mobility (See Essential Criteria further treatment will no parents who dispute LHIN-NE contracts staff, Feeding above) LHIN-NE Case Manager longer be needed, the provision of these Board staff Or services School staff have been trained to carry out the Toiletting procedure
Suctioning Not offered
6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 6 MEMORANDUM
TO: Regional Directors of Education FROM: Roy Houghton DATE: August 14, 1989
C ATHETERIZATION AND S UCTIONING
Since the implementation of Policy/Program Memorandum 81, July 19, 1984, school board and Home Care Program personnel have been requesting clarification regarding the administration of catheterization and suctioning procedure.
The original memorandum referred to catheterization and suctioning without reference to differentiating the basic types of procedures, e.g., those that may be performed by the pupil, the parent, or other trained personnel as compared with those procedures requiring the services of a qualified health care professional.
Clean catheterization and shallow surface suctioning are recognized as part of a childs normal toileting and oral hygiene needs. The attached chart describes the types of procedures and identifies the responsibility for administration, service, delivery, training and consultation for each procedure.
School board administrators are encouraged to meet with local Home Care Program directors to review and where necessary, make any appropriate modification to current practices.
Regional offices are requested to forward this information to school boards, along with any additional clarification that may be required. Regional offices are also requested to forward any issues and concerns to my attention.
C ATHETERIZATION Type Administered By Provided By Training & Direction Consultation i) Clean intermittent – Child aide or – School Board – Parent – Ministry of other personnel – Ministry of Health Health ii) Sterile intermittent – Health Care – Ministry of – Ministry of Health – Ministry of Professional Health Health Indwelling care of an indwelling catheter is usually performed by the parent and not required in the school setting. School board personnel should make arrangements with respect to emergency needs.
SUCTIONING Type Administered By Provided By Training & Direction Consultation i) Shallow surface (e.g. – Aide or other – School Board – Parent – Ministry of oral or nasal suction) – Ministry of Health Health ii) Deep (e.g. throat – Health Care – Ministry of – Ministry of Health – Ministry of &/or chest suction or Professional Health Health drainage) Where a child is admitted to a treatment program operated and/or funded by the Ministry of Health or the Ministry of Community and Social Services and attends an educational program offered by a school board in the treatment facility, it is expected that the present policies under Policy/Program No. 81 will continue.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 6 7 Section 7
Categories and Definitions of Exceptionalities Categories of Exceptionality and Definitions The Education Act contains the following definitions that pertain to special education: “Exceptional pupil” means a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program by a committee. “Special education program” means, in respect of an exceptional pupil, an educational program that is based on and modified by the results of continuous assessment and evaluation and that includes a plan containing specific objectives and an outline of educational services that meets the needs of the exceptional pupil. “Special education services” means facilities and resources, including support personnel and equipment, necessary for developing and implementing a special education program. The Minister of Education is responsible for defining the exceptionalities of pupils and prescribing the categories of exceptional pupils (Education Act s.8 (3) b.). The definitions are found in the memorandum from the Ministry of Education dated January 15, 1999. The Rainbow District School Board follows these guidelines. Designations are based upon the following categories: Behaviour, Communication, Intellectual, Physical and Multiple. In the spring of 2003, the Minister of Education introduced an initiative to address the needs of “at risk students”. This initiative is related to, but falls outside special education programs and services. The Rainbow District School Board applies the Ministry of Education Categories and Definitions of Exceptionalities when an Identification, Placement and Review Committee (IPRC) make a determination that a pupil of the Board is exceptional according to the following criteria. In all cases, a holistic assessment over time of the student’s learning needs is considered including a variety of documented evidence before an identification is made.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 1 Behaviour Ministry of Education Definition: A learning disorder characterized by specific behaviour problems over such a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following: a) an inability to build or to maintain interpersonal relationships; b) excessive fears or anxieties; c) a tendency to compulsive reaction; d) an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof. Rainbow District School Board Determination: Students being considered for a Behaviour exceptionality require supporting documentation in the form of one of the following: a) a psychological assessment; b) a speech-language assessment; c) a medical diagnosis Students will be considered for ISP placement upon meeting or exceeding established criteria.
Communication ■ Autism Ministry of Education Definition: A severe learning disorder that is characterized by: a) disturbances in: ◆ rate of educational development; ◆ ability to relate to the environment; ◆ mobility; ◆ perception, speech, and language; b) lack of the representational symbolic behaviour that precedes language. Rainbow District School Board Determination: Students being considered for identification under the Autism exceptionality must have a diagnosis of Autism Spectrum Disorder (Autism, Asperger Syndrome, PDD-NOS) made by: a) a Psychologist/Psychological Associate employed by the Rainbow District School Board, and/or; b) an independent regulated and registered health care professional. This diagnosis must have been communicated to the parent prior to the IPRC meeting.
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 ■ Deaf and Hard-of-Hearing Ministry of Education Definition: An impairment characterized by deficits in language and speech development because of a diminished or nonexistent auditory response to sound. Rainbow District School Board Determination: Students being considered for identification under the Deaf and Hard-of-Hearing exceptionality must meet the following criteria: a) The hearing loss must be: ◆ bilateral; ◆ sensorineural; ◆ moderate (40 dB) to profound (+90 dB) in nature across all frequencies; a) The student has been prescribed personal hearing aids by an audiologist.
In addition, the student may have: ◆ a personal FM system; ◆ a sound field system prescribed by an audiologist; ◆ gaps in written or spoken language; ◆ ongoing speech or language difficulties; ◆ a late diagnosis of hearing loss (age +3.5 years) which increases the possibility of school failure. Exceptions: On occasion, the RDSB identifies some exceptional students as Deaf and Hard-of-Hearing if they meet the following criteria: a) The hearing loss drops suddenly at 1000-2000 Hz; b) The loss drops to severe to profound levels; c) The student has additional documented learning difficulties such as a learning disability, or mild intellectual disability.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 3 ■ Language Impairment Ministry of Education Definition: A learning disorder characterized by an impairment in comprehension and/or the use of verbal communication or the written or other symbol system of communication, which may be associated with neurological, psychological, physical, or sensory factors, and which may: a) involve one or more of the form, content, and function of language in communication; and b) include one or more of: ◆ language delay; ◆ dysfluency; ◆ voice and articulation development, which may or may not be organically or functionally based. Rainbow District School Board Determination: Students being considered for identification under the Language Impairment exceptionality must have at least a moderate language delay (considering receptive, expressive and/or pragmatic language) as assessed or consulted by a Speech-Language Pathologist employed by the Rainbow District School Board. The results of the assessment must have been communicated to the parents prior to the IPRC meeting.
■ Speech Impairment Ministry of Education Definition: A disorder in language formulation that may be associated with neurological, psychological, physical, or sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be characterized by impairment in articulation, rhythm, and stress. Rainbow District School Board Determination: Students being considered for identification under the Speech Impairment exceptionality must have at least a severe speech delay or disorder (considering the level of clarity in conversation) as assessed or consulted by a Speech-Language Pathologist employed by the Rainbow District School Board. The results of the assessment must have been communicated to the parents prior to the IPRC meeting.
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 ■ Learning Disability Ministry of Education Definition: The Ministry of Education defines learning disability as one of a number of neurodevelopmental disorders that persistently and significantly has an impact on the ability to learn and use academic and other skills and that: ◆ affects the ability to perceive or process verbal or non-verbal information in an effective and accurate manner in students who have assessed intellectual abilities that are at least in the average range; ◆ results in (a) academic underachievement that is inconsistent with the intellectual abilities of the student (which are at least in the average range) and/or (b) academic achievement that can be maintained by the student only with extremely high levels of effort and/or with additional support; ◆ results in difficulties in the development and use of skills in one or more of the following areas: reading, writing, mathematics, and work habits and learning skills; ◆ may typically be associated with difficulties in one or more cognitive processes, such as phonological processing; memory and attention; processing speed; perceptual- motor processing; visual-spatial processing; executive functions (e.g., self-regulation of behaviour and emotions, planning, organizing of thoughts and activities, prioritizing, decision making); ◆ may be associated with difficulties in social interaction (e.g., difficulty in understanding social norms or the point of view of others); with various other conditions or disorders, diagnosed or undiagnosed; or with other exceptionalities; ◆ is not the result of a lack of acuity in hearing and/or vision that has not been corrected; intellectual disabilities; socio-economic factors; cultural differences; lack of proficiency in the language of instruction; lack of motivation or effort; gaps in school attendance or inadequate opportunity to benefit from instruction. Rainbow District School Board Determination: Students being considered for identification under the Learning Disability exceptionality must have a diagnosis made by a Psychologist/Psychological Associate employed by the Rainbow District School Board. The Board will consider data (but not necessarily the diagnosis) contained in reports by professionals not employed by the Board. Both objective data and overall clinical judgement are used in formulating a diagnosis. The Rainbow District School Board concurs with the position of the Learning Disabilities Association of Ontario: ◆ “‘Learning Disabilities’ refers to a variety of disorders that affect the acquisition, retention, understanding, organisation or use of verbal and/or nonverbal information. These disorders result from impairments in one or more psychological processes related to learning, in combination with otherwise average abilities essential for thinking and reasoning. Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities.”
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 5 ◆ “Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills: - oral language (e.g., listening, speaking, understanding) - reading (e.g., decoding, comprehension) - written language (e.g., spelling, written expression) - mathematics (e.g., computation, problem solving) Learning disabilities may also cause difficulties with organisational skills, social perception and social interaction.”
◆ “Learning disabilities are due to genetic, other congenital and/or acquired neurobiological factors. They are not caused by factors such as cultural or language differences, inadequate or inappropriate instruction, socioeconomic status or lack of motivation, although any one of these and other factors may compound the impact of learning disabilities. Frequently learning disabilities co-exist with other conditions, including attentional, behavioural and emotional disorders, sensory impairments or other medical conditions.” The Superintendent of Special Education must review individual student profiles that fall outside the average range prior to an IPRC.
Intellectual ■ Giftedness Ministry of Education Definition: An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated. Rainbow District School Board Determination: Students to be considered for identification under the Giftedness exceptionality must have a WISC-IV General Ability Index result at or above the 98th percentile and be reviewed in the context of overall academic achievement and skills as a learner by a Psychologist/ Psychological Associate employed by the Rainbow District School Board. The Board will consider data contained in reports by professionals not employed by the Board. Discrepant scores will be reviewed in the context of the student’s overall profile and discussed with the Superintendent of Special Education prior to an identification.
6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 ■ Mild Intellectual Disability Ministry of Education Definition: A learning disorder characterized by: a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service; b) an inability to profit educationally within a regular class because of slow intellectual development; c) a potential for academic learning, independent social adjustment, and economic self-support. Rainbow District School Board Determination: Students to be considered for identification under the Mild Intellectual Disability exceptionality must meet the following criteria: a) a psychological assessment completed/consulted by a Psychologist/Psychological Associate of the Rainbow District School Board indicating that the student’s intellectual and adaptive functioning lie in the mild intellectual disability range; b) difficulty learning and understanding new concepts; c) able to meet limited Ontario Curriculum expectations with support; d) need for modified and/or alternative curriculum; e) potential for academic learning, social adjustment, and economic self-support; f) cognitive abilities fall within the 55 to 70 (+/-5) range; academic and social skills <70 to 75 range.
■ Developmental Disability Ministry of Education Definition: A severe learning disorder characterized by: a) an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development; b) an ability to profit from a special education program that is designed to accommodate slow intellectual development; c) a limited potential for academic learning, independent social adjustment, and economic self-support.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 7 Rainbow District School Board Determination: Students to be considered for identification under the Developmental Disability exceptionality must have a diagnosis made as follows: Developmental Disability – Mild ◆ assessed by a Regulated Health Care Professional to have a mild level of general intellectual disability with delays in adaptive functioning: ◆ abilities and skills estimated to fall within the 55 to 70 (+/-5) range ◆ able to meet limited Ontario Curriculum expectations with support; ◆ need for alternative curriculum expectations. Developmental Disability – Moderate ◆ assessed by a regulated qualified professional to a moderate level of general intellectual disability with delays in adaptive functioning: ◆ abilities and skills estimated to fall within the 40 to 55 range ◆ difficulties with impulse control, social interaction skills, some independent living skills and limited means of communication; ◆ working exclusively on alternative curriculum expectations. Developmental Disability – Severe to Profound ◆ assessed to have severe to profound level of general intellectual disability with delays in adaptive functioning: - abilities and skills to fall within the 25 to 40 range or lower ◆ great difficulty with impulse control and behaviour management, communication, social interactions and daily living skills; ◆ working exclusively on alternative curriculum expectations; ◆ limited potential for academic learning, social adjustment, and economic self-support.
Physical ■ Physical Disability Ministry of Education Definition: A condition of such severe physical limitation or deficiency as to require special assistance in learning situations to provide the opportunity for educational achievement equivalent to that of pupils without exceptionalities who are of the same age or development level. Rainbow District School Board Determination: Students to be considered for identification under the Physical Disability exceptionality must have a medical diagnosis, require the additional support of physiotherapy, and require support of occupational therapy, and in many cases, speech-language pathology. In most instances in the Rainbow District School Board, the student will have been involved with the Children’s Treatment Centre and will require support for limitations in mobility
8 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 and activities of daily living. Students who have medically diagnosed severe chronic health conditions affecting their ability to access the Ontario Curriculum may be considered for identification under this exceptionality.
■ Blind and Low Vision Ministry of Education Definition: A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely. Rainbow District School Board Determination: Students to be considered for identification under the Bind and Low Vision category must: ◆ meet the legal definition of legally blind which is 20/200 best corrected vision or <20 degree field of vision; or ◆ meet the legal definition of low vision which is 20/70 best corrected vision; or ◆ have vision difficulties of such a significant impact on their educational progress that they require extensive accommodations and assistance.
Multiple Ministry of Education Definition: A combination of learning or other disorders, impairments, or physical disabilities that is of such a nature as to require, for educational achievement, the services of one or more teachers holding qualifications in special education and the provision of support services appropriate for such disorders, impairments, or disabilities. Rainbow District School Board Determination: Students to be considered for identification under Multiple Exceptionalities must have at least two categories of exceptionality as determined by the RDSB. Each Identification will be listed individually on the second page of the IPRC Form.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 9 Exceptionality Counts by School - Board Summary 2019-2020 Elementary
School Name Behaviour Autistic Deaf and Language Speech Learning Giftedness Mild Dev’ment Physical Blind and Multiple Total Hard of Impairment Impairment Disability Intellectual Disability Disability Low Vision Excep. Hearing Disability A.B Ellis Public School 3 7 0 10 2 13 0 3 2 3 0 1 44 Adamsdale Public School 2 2 1 10 0 4 0 8 3 1 0 1 32 Alexander Public School 0 0 0 1 0 1 0 0 0 1 0 1 4 Algonquin Road Public School 4 4 1 25 1 6 0 2 0 2 2 3 50 Alternative Elementary Program 2 0 1 1 0 3 0 1 0 0 0 1 9 Assiginack Public School 0 1 0 6 0 5 0 0 0 1 0 0 13 C.R, Judd Public School 1 1 1 11 0 8 0 0 0 0 0 0 22 Carl A. Nesbitt Public School 1 0 0 2 0 3 0 0 0 0 0 0 6 Central Manitoulin Public School 3 1 0 8 1 12 0 4 1 0 0 1 31 Charles C. McLean Public School 4 0 0 1 1 10 0 2 0 1 0 1 20 Chelmsford Public School 2 10 0 13 2 7 0 1 5 2 0 2 44 Chelmsford Valley DCS 7&8 0 2 0 2 1 13 0 5 0 0 0 0 23 Churchill Public School 3 23 0 41 2 34 1 7 4 1 1 3 120 Confederation Elementary School 1 3 0 2 0 15 0 5 3 1 0 1 31 Copper Cliff Public School 4 9 0 10 0 16 0 4 0 1 0 3 47 Cyril Varney Public School 1 6 1 25 1 7 1 3 0 0 0 1 46 Jean Hanson Public School 14 31 0 1 0 1 0 0 6 1 0 15 69 Landsdowne Public School 6 4 0 19 0 20 0 6 5 0 0 0 60 Larchwood Public School 2 0 1 3 1 10 0 0 0 0 0 0 17 Levack Public School 3 0 0 4 0 8 0 1 0 0 0 2 18 Little Current Public School 1 5 0 14 0 31 0 3 2 2 0 0 58 Lively District Elementary School 2 0 2 1 1 18 0 1 0 0 0 2 27 Lo-Ellen Park Elementary School 2 0 1 1 0 6 0 0 0 0 0 0 10 MacLeod Public School 5 7 0 31 2 25 0 9 11 1 0 2 93 Markstay Public School 1 5 0 6 1 9 0 0 3 1 0 1 27 Monetville Public School 0 0 1 2 3 3 0 1 0 0 0 0 10 Northeastern Elementary School 10 29 0 23 2 45 0 9 2 1 0 8 129 Princess Anne Public School 7 30 2 19 2 22 0 7 1 0 0 1 91 Queen Elizabeth II Public School 1 2 0 18 4 0 0 0 0 0 0 0 25 R.L. Beattie Public School 0 3 0 1 0 1 3 0 0 0 0 0 8
10 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 Exceptionality Counts by School - Board Summary 2019-2020 Elementary
School Name Behaviour Autistic Deaf and Language Speech Learning Giftedness Mild Dev’ment Physical Blind and Multiple Total Hard of Impairment Impairment Disability Intellectual Disability Disability Low Vision Excep. Hearing Disability Redwood Acres Public School 6 5 0 15 1 10 0 0 1 2 1 6 47 Robert H. Murray Public School 1 1 0 2 2 10 0 1 0 1 0 0 18 S. Geiger Public School 2 0 0 10 1 11 1 2 0 0 0 0 27 Valley View Public School 1 1 1 1 0 9 0 0 0 0 0 1 14 Walden Public School 4 4 1 11 2 10 1 4 0 4 0 3 44 Westmount Ave. Public School 0 0 0 0 1 0 0 0 0 0 0 0 1 Elementary 99 196 14 350 34 406 7 89 49 27 4 60 1335
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 11 Exceptionality Counts by School - Board Summary 2019-2020 Secondary
School Name Behaviour Autistic Deaf and Language Speech Learning Giftedness Mild Dev’ment Physical Blind and Multiple Total Hard of Impairment Impairment Disability Intellectual Disability Disability Low Vision Excep. Hearing Disability Barrydowne College Senior 5 4 0 8 0 34 0 8 0 2 1 0 62 Chelmsford Valley District C.S. 6 5 0 3 0 30 0 3 0 0 0 1 48 Confederation Secondary School 3 11 0 13 0 67 0 8 2 1 0 2 107 Espanola High School 6 10 0 20 0 42 2 16 7 0 0 3 106 Lasalle Secondary School 7 31 2 20 0 78 1 10 8 3 0 7 167 Lively District Secondary School 4 6 0 7 0 46 0 2 1 1 0 0 67 Lockerby Composite School 4 3 1 6 0 22 0 2 0 0 0 2 40 Lo-Ellen Park Secondary School 6 15 1 11 0 53 3 3 5 0 0 6 103 Manitoulin Secondary School 7 9 1 25 0 52 0 10 3 1 0 2 110 N’Swakamok Native Alternative School 0 0 0 0 0 3 0 0 0 0 0 0 3 Sudbury Secondary School 9 18 1 12 0 48 1 18 11 0 1 4 123 Secondary 57 112 6 125 0 475 7 80 37 8 2 27 936
12 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 Exceptionality Counts by School - Board Summary 2019-2020 Care and Treatment
School Name Behaviour Autistic Deaf and Language Speech Learning Giftedness Mild Dev’ment Physical Blind and Multiple Total Hard of Impairment Impairment Disability Intellectual Disability Disability Low Vision Excep. Hearing Disability Child and Adolescent Mental Health Program 1 0 0 0 0 0 0 0 0 0 0 0 1 Childrens Treatment Centre 1 0 1 1 0 0 0 3 0 1 0 0 7 Day Treatment - Chelmsford 3 0 0 0 0 1 0 0 0 0 0 0 4 Day Treatment - EHS 0 0 0 1 0 0 0 0 0 0 0 0 1 Day Treatment - MSS 4 0 0 0 0 2 0 0 1 0 0 0 7 Day Treatment - SSS 1 0 0 1 0 5 0 0 0 1 0 0 8 Mishko-Ode-Wendam 2 0 0 1 0 3 0 0 0 0 0 1 7 O-Connor Park 0 0 0 1 0 2 0 0 0 0 0 0 3 SHILO (Simulated Healthy Living) 0 2 0 0 0 0 0 0 2 0 0 0 4 Care and Treatment 12 2 1 5 0 13 0 3 3 2 0 1 42 Summary 168 310 21 480 34 894 14 172 89 37 6 88 2313
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 7 13 Section 8
Special Education Placements Provided by the Board Input on Rainbow District School Board Range of Placements Input from members of the Special Education Advisory Committee (SEAC) is invited at each of 10 monthly meetings. The SEAC has consistently approved the Range of Placements offered by Rainbow District School Board. Placement Options Available The Rainbow District School Board offers a variety of placement options from least intrusive to most supportive. Regulation 181/98, Section 17 made under the Education Act states: (1) When making a placement decision....(the Identification Placement and Review Committee)...shall, before considering the option of placement in a special education class, consider whether placement in a regular class, with appropriate special education services, (a) would meet the pupil’s needs; and (b) is consistent with parental preferences. (2) if, after considering all of the information obtained by it or submitted to it under Section 15 that it considers relevant, the committee is satisfied that placement in a regular class would meet the pupil’s needs and is consistent with parental preferences, the committee shall decide in favour of placement in a regular class. A variety of placements is necessary to meet the needs of various students with exceptionalities: ◆ Resource Support (may include monitoring or withdrawal) - The Special Education Resource Teacher (SERT) is responsible for the development and implementation of the Individual Education Plan (IEP) in collaboration with the classroom teacher, parents, and the student where applicable. The IEP contains strategies for differentiated classroom instruction. In addition, the SERT or other professional or paraprofessional staff at times may withdraw the student from the classroom for individual or small group direct support. ◆ Self-Contained Class - The Intensive Support Program Teacher or Self-Contained Class Teacher is responsible for the development and implementation of the IEP and plans integration opportunities in collaboration with the regular class teacher or community partner. In most cases, an alternative curriculum is offered.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 1 ◆ Self-Contained School - The Special Education Teacher is responsible for the development and implementation of the IEP and plans integration opportunities in collaboration with the community partner where applicable. An alternative curriculum is offered. ◆ Provincial School - The Ministry of Education offers specialized placements in Provincial Schools for students who are blind, deaf, or deaf-blind. The Ministry also offers or a provincial Demonstration School for students who have severe learning disabilities. Regular Class Placement (With Resource Support or Resource Withdrawal) When an exceptional student is placed in a regular class, an IEP is developed and implemented outlining the required accommodations, for example: ◆ input (the manner in which the student receives information ◆ output (the manner in which the student demonstrates/communicates learning ◆ size/length of an assignment ◆ time required to complete an assignment ◆ level of difficulty of an assignment ◆ level of support.. The IEP also indicates whether the student is receiving instruction based upon modified curriculum expectations (expectations drawn from the Ontario Curriculum at a grade level above or below the grade level in which the student is placed). The following resources are some of the many that support differentiated classroom instruction and assessment: How to Differentiate Instruction in Mixed-Ability Classrooms (Tomlinson, Carol Ann. 2001) Education for All (Ontario Ministry of Education, 2005) Differentiated Instructional Strategies: One Size Doesn’t Fit All (Gregory, Gayle. 2006) Enhancing Professional Practice: A Framework for Teaching (Danielson, Charlotte. 2007) Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (Ontario Ministry of Education. 2010) Learning for All (Ontario Ministry of Education, 2013)
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Programs and Services for Exceptionalities Intensive Support Program For Students with Behaviour Exceptionalities in the Sudbury Area The RDSB offers three elementary and one secondary program for students from the Board requiring intensive support and programming to address their academic and behavioural needs. This program is offered in three host schools: ◆ Chelmsford Valley District Composite School K-12 (Elementary Section 23) ◆ Northeastern Elementary School ◆ Lansdowne Public School ◆ Sudbury Secondary School (Section 23) Programming takes place during the regular school day. As students develop the appropriate skills, integration at grade level occurs in the host school. The primary focus of this program is social skills training. Secondary attention is placed on academics (literacy and numeracy). Social skills training consists of anger management skills, metacognitive skills to assist students to understand their behaviour, decision-making skills, behaviour management strategies, and social skills. The academic program involves intensive instruction in basic numeracy and literacy. Criteria for Placement: Students considered for placement in the Program meet the following criteria: ◆ Are age appropriate ◆ Are identified or eligible for identification with a Behaviour exceptionality. This designation identifies children who present with a “learning disorder characterized by specific behaviour problems over a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following: - an inability to build or maintain interpersonal relationships; - excessive fears or anxiety; - a tendency to compulsive behaviour; or - an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof.” ◆ Approved by the Admission, Review, and Demission (ARD) Committee.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 3 Programs and Services for Exceptionalities Day Treatment (Section 23) Program For Students with Behaviour Exceptionalities in the Manitoulin Areas The Day Treatment Program is administered and provided by the Child and Family Centre and accessed by the students in the Rainbow District School Board. This program is offered in four host schools: ◆ Little Current Public School (ages 4 – 13) ◆ Espanola High School (secondary students ages 13 and older) ◆ Manitoulin Secondary School (secondary students ages 13 and older) Programming takes place during the regular school day. As students develop the appropriate skills, integration at grade level occurs in the host school. The primary focus of this program is social skills training. Secondary attention is placed on academics. Social skills training consists of anger management skills, metacognitive skills to assist students to understand their behaviour, decision-making skills, behaviour management strategies, and social skills. The academic program involves intensive instruction in basic literacy and numeracy.
Criteria for Placement: Students who are be considered for placement in the Section 23 Program meet the following criteria: Students considered for placement in the Program meet the following criteria: ◆ Are age appropriate ◆ Are identified or eligible for identification with a Behaviour exceptionality. This designation identifies children who present with a “learning disorder characterized by specific behaviour problems over a period of time, and to such a marked degree, and of such a nature, as to adversely affect educational performance, and that may be accompanied by one or more of the following: - an inability to build or maintain interpersonal relationships; - excessive fears or anxiety; - a tendency to compulsive behaviour; or - an inability to learn that cannot be traced to intellectual, sensory, or other health factors, or any combination thereof.” ◆ Meet the eligibility criteria set out by the Child and Family Centre for this program determined by the CFC intake assessment ◆ Approved by the ARD Committee.
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 SPE-08 Safety Plan Attach to I.E.P. [Photo] STUDENT: ______SCHOOL/ROOM: ______O.E.N.: ______DATE: ______DD/MMM/YYYY The Rainbow District School Board Workplace Violence Prevention and Management Program: RSDB Intranet ➤ Health and Safety ➤ Employees ➤ Employee Workplace Violence and Prevention Program
TRIGGERS/ANTECEDENTS PREVENTION STRATEGIES ◆ Identify those actions observed or noted by staff to increase the student’s anxiety ◆ Identify successful intervention strategies
STAGE ONE: EARLY ANXIETY PHASE INDICATORS STAFF RESPONSE ◆ Noticeable change or increase in behaviour ◆ Acknowledge anxiety, active listening, show empathy, verbal support
STAGE TWO: DEFENSIVE PHASE INDICATORS STAFF RESPONSE ◆ Questioning – challenging or manipulative questions ◆ Intimidation – non-verbal threats ◆ Stay on topic, set limits ◆ Refusals – non-compliance ◆ Belligerent ◆ Remove audience, state non-threatening directives ◆ Verbal release – emotional outburst ◆ Attention-seeking behaviour ◆ Take seriously, get immediate assistance (i.e. signal office)
Page 1 of 2 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 5 SPE-08 Safety Plan Attach to I.E.P.
STAGE THREE: PHYSICAL ACTING-OUT PHASE INDICATORS STAFF RESPONSE ◆ Acting out – loses control of behaviour ◆ Use Behaviour Management System techniques ◆ Notification to Administration ◆ Attempt at physical assault, self-injury, property damage ◆ Determine if police intervention is required ◆ Immediate request for assistance (i.e. signal office)
STAGE FOUR: TENSION REDUCTION PHASE INDICATORS THERAPEUTIC RAPPORT STAFF RESPONSE ◆ Relaxed body posture, able to process information ◆ Debrief, re-establish rapport ◆ Development of future plan of action ◆ Discussion concerning triggers ◆ Communication with parents/guardians ◆ Evaluation of effectiveness of coping strategies to review or refine Safety Plan ◆ Discussion of alternative coping strategies
PLAN DEVELOPED BY: NAME: ______SIGNATURE: ______POSITION ______DATE: ______DD/MMM/YYYY NAME: ______SIGNATURE: ______POSITION ______DATE: ______DD/MMM/YYYY NAME: ______SIGNATURE: ______POSITION ______DATE: ______DD/MMM/YYYY PRINCIPAL SIGNATURE: ______DATE: ______DD/MMM/YYYY PARENT/GUARDIAN SIGNATURE: ______DATE: ______DD/MMM/YYYY Retain in a central and secure location Page 2 of 2 408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca 6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Programs and Services for Exceptionalities Elementary School Program For Students with Autism The RDSB offers elementary school programs for students with Autism Spectrum Disorder. Qualified Special Education Teachers teach in this class. The focus of the program is: ◆ Social skills training ◆ Behaviour intervention ◆ Functional academic skill development ◆ Language development The program is IEP driven and features an alternative curriculum program that utilizes the ABLLS. Although this program is self-contained, students are part of the school population and are included in all special events and school-related activities. Some students spend their school day within this Intensive Support Program with no integration into regular elementary school classes. Some students take part in activities and Ontario Curriculum in regular classes, but have access to the ISP as required, and might consider the program to be their home base. Students may begin and end their school day in this program, accessing assistance for organization, homework planning, and general troubleshooting. Some students may use this classroom when they feel anxious and need a place to calm. A Transition Plan is an integral part of each student’s IEP guiding both regular routines as well as long-term planning. Students must have a diagnosis of ASD and be recommended for placement in this program by the RDSB ARD Committee. An IPRC is necessary to formalize this placement.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 7 Programs and Services for Exceptionalities Secondary School Program For Students with Autism The RDSB offers secondary school programs for students with Autism Spectrum Disorder. Qualified Special Education Teachers teach in this class. The focus of the program is: ◆ Social skills training ◆ Behaviour intervention ◆ Functional academic skill development ◆ Language development A key component of this program will be on the development of a Transition Plan as part of each student’s IEP. This will assist students and their families to plan for future endeavours, which might include post-secondary education, employment, and/or community living. Some students spend their school day within this Intensive Support Program (ISP) with no integration into regular secondary school classes. The program is IEP driven and is a non-credit, multi-grade program. Although this program is self-contained, students are part of the school population and are included in all special events and school-related activities. Some students take part in regular secondary school courses, but have access to the ISP as required, and might consider the program to be their home base. Students may begin and end their school day in this program, accessing assistance for organization, homework planning, and general troubleshooting. Some students may use this classroom when they feel anxious and need a place to calm, or as an alternative to the busy cafeteria at lunchtime. Students must have a diagnosis of ASD and be recommended for placement in this program by the RDSB ARD Committee. An IPRC is necessary to formalize this placement.
8 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 RDSB History of ASD Programs
180 students with ASD 122 students with 261 students with 287 students with 298 students with 303 students with ASD Elementary self- ASD contained classes at ASD (1/56) ASD ASD Elementary self- Wembley, Churchill, Elementary classes Elementary classes Elementary classes Elementary classes 23 students with 46 students with 49 students with ASD 80 students with ASD contained classes at Lansdowne, at AB. Ellis (1), at Northeastern (3), at Northeastern (3), at Northeastern (2), ASD ASD Adamsdale, Gatchell Princess Anne (3), Elementary self- Elementary self- Wembley, Churchill, Adamsdale (1), Princess Anne (4), Princess Anne (4), and Chelmsford AB. Ellis (1), contained classes at Lansdowne, Central Chelmsford (1), AB. Ellis (1), AB. Ellis (1), Communication Creation of new contained classes at Chelmsford (1), class changed to Wembley and Wembley, Churchill, Manitoulin, Churchill (2), Copper Chelmsford (1), Chelmsford (1), ASD class Churchill Secondary classes at Churchill (3), Jean Lansdowne, Adamsdale, Gatchell Cliff (1), Churchill (2), Jean Churchill (3), Jean ASD class at through ISA funding Churchill LoEllen Park, SSS, Hanson, Copper Cliff Adamsdale, Gatchell and Chelmsford Northeastern (3), Hanson, Copper Cliff Hanson, Copper Cliff Wembley CVDCS and Lasalle (2) Creation of Section and Chelmsford Secondary class at Wembley (1) (2) (2) LoEllen Park 19 ASD class at Creation of Regional Secondary classes at Creation of first Creation of Secondary classes at Secondary classes Secondary classes Churchill Leadership Team for LoEllen, SSS and secondary school secondary school LoEllen, SSS, at LoEllen, SSS, at LoEllen, SSS and ASD Lasalle Creation of Transition ASD class at LoEllen ASD classes at Espanola, CVDCS Espanola, CVDCS Lasalle Plan with CCR for Park CVDCS and SSS. Creation of Intensive new students to Support Team Board
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009/10 2011 2012/13 2014/15 2015/16 2016/17 2017/18 2018/19 2019/20
8 students with 30 students with 45 students with 53 students with ASD 95 students with ASD 152 students with 242 students with 290 students with 287 students with 302 students with 310 students with ASD ASD ASD ASD ASD (1/62) ASD ASD ASD ASD Elementary self- Elementary self- Creation of Creation of junior Elementary self- contained classes at contained classes at Elementary self- Elementary classes Elementary classes Elementary classes Elementary classes Elementary classes Communication ASD class at contained classes at Wembley, Churchill Wembley, Churchill, contained classes at at Northeastern, at Northeastern (3), at Northeastern (3), at Northeastern (2), at Northeastern (2), class at Wembley Wembley Wembley and and Lansdowne Lansdowne, Central Wembley, Churchill, Wembley, Churchill, Princess Anne (4), Princess Anne (4), Princess Anne (3), Princess Anne (3), Churchill Manitoulin, Lansdowne, Adamsdale, Gatchell AB Ellis (1), AB Ellis (1), AB Ellis (1), AB Ellis (1), Creation of Itinerant Adamsdale, Gatchell, Adamsdale, and Chelmsford Chelmsford PS (1), Chelmsford PS (1), Chelmsford PS (1), Chelmsford PS (1), ASD support position Chelmsford Gatchell, Churchill (2), Churchill (2), Jean Churchill (2), Jean Churchill (3), Jean Chelmsford Secondary classes Gatchell, Copper Hanson, Copper Cliff Hanson, Copper Hanson, Copper Cliff Secondary ASD class at LoEllen Park, Cliff (1), (2), Cliff (2), (2), at LoEllen Park Secondary ASD SSS, CVDCS and classes at LoEllen Lasalle Secondary classes Secondary classes Secondary classes Secondary classes Creation of Program Park, SSS and at LoEllen, SSS, at LoEllen, SSS and at LoEllen, SSS and at LoEllen, SSS and and Training Officer CVDCS Creation of CVDCS, Espanola Lasalle Lasalle Lasalle position secondary school Creation of ASD class at Creation of SPAC secondary school Espanola, (Specialized class at Lasalle. elementary classes Placement & at A. B. Ellis and Assessment Centre) **Named Lead Redwood. Gatchell Board **Named Lead Board for Phase Two
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 9 Programs and Services for Exceptionalities Elementary Intensive Support Program (Comprehensive) The elementary Intensive Support Program offers individualized programming in a smaller class placement for students ages 8 to 14 years. A program is located in each of the nine local areas of the Rainbow District School Board. Programming for students is individualized and based on modified Ontario Curriculum expectations and/or alternative curriculum expectations focusing on communication, motivation, and personal and social skills. It enables the development of daily living skills, consideration for others, courtesy and respect, cooperation, and personal safety. Students are provided with learning experiences through varied teaching approaches including direct instruction, collaborative learning, and mastery of learning using concrete materials, manipulatives, and multisensory experiences. Students are provided with opportunities to improve communication skills with concepts extended from the familiar to the unknown. Programming addresses behavioural and motivational concerns through positive reinforcement. Students are also provided with opportunities to develop personal fitness and health. For placement in the program, students must have an identification of a Mild Intellectual Disability or a diagnosis of a developmental disability and/or ASD and must be recommended for placement in this program by the RDSB ARD Committee. An IPRC is necessary to formalize the placement.
10 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Programs and Services for Exceptionalities Secondary Intensive Support Program (Life Skills) The Life Skills program is for students with developmental disabilities. The Life Skills program is currently offered at six RDSB secondary schools. It is staffed with a qualified special education teacher in a learning environment with a small pupil/teacher ratio. The majority of the students spend their school day within the self-contained setting with integration where possible into special events and school-related activities. The program is driven by the IEP and is non-credit and multi-graded. The focus of the program is: ◆ Life skills training ◆ Social skills training ◆ Functional academic skill development ◆ Communication skills ◆ Vocational skills Transition planning is a key component of this program. A transition plan is developed for each student with the goal to prepare them for independent community living and supported employment within our community. Successful transition planning is a collaborative activity involving a team of people who will support and assist students to achieve their goals. Possible members of the team are the teaching staff, parents, student support workers, and representatives of organizations that will be providing support after the student leaves school.. For placement in the program, students must have a diagnosis of a developmental disability and/or ASD and must be recommended for placement in this program by the RDSB ARD Committee. An IPRC is necessary to formalize the placement.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 11 Programs and Services for Exceptionalities Simulated Healthy Independent Living Opportunities (SHILO) The SHILO program provides a unique opportunity for students with intellectual disabilities between the ages of 17 to 21 to participate in activities that foster functional independence while promoting an active lifestyle and community participation. This program represents a partnership between the Rainbow District School Board and Health Sciences North’s Children’s Treatment Centre (Neo Kids). In a simulated apartment-type setting, students learn and practice life skills such as cooking, cleaning, doing laundry, budgeting, shopping for groceries, and tending to personal needs. Students also enjoy community excursions that promote independence and engage in general fitness activities to promote a healthy lifestyle. Students also benefit from weekly sessions with a physiotherapist and an occupational therapist.
12 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Self-Contained Classes Placement in a self-contained class is considered for those students who require high levels of support, substantial modifications to the Ontario Curriculum, and /or an alternative curriculum. In most cases, students have been identified with a Mild Intellectual Disability, a Developmental Disability, Autism, or a significant Behavioural exceptionality.
LOCAL AREA TYPE OF SELF-CONTAINED CLASS ELEMENTARY SECONDARY Espanola Intensive Support Program (ASD) A.B. Ellis PS Intensive Support Program (Comprehensive) A.B. Ellis PS
Intensive Support Program (Life Skills) Espanola HS Intensive Support Program (Section 23) Espanola HS Intensive Support Program (Transition) Espanola HS
Manitoulin Intensive Support Program (ME) Central Intensive Support Program (ME) Manitoulin PS Intensive Support Program (Section 23) Little Current PS Little Current PS
Intensive Support Program (Life Skills) Manitoulin SS Intensive Support Program (Section 23) Manitoulin SS Intensive Support Program (Transition) Manitoulin SS
New Sudbury Intensive Support Program (ASD) Churchill PS Intensive Support Program (ASD) Churchill PS Intensive Support Program (ASD) Churchill PS Intensive Support Program (Comprehensive) Adamsdale PS
Intensive Support Class (ASD x 2) Lasalle SS Intensive Support Class (LD) Lasalle SS Intensive Support Program (Life Skills) Lasalle SS Intensive Support Program (Transition) Lasalle SS Intensive Support Program (Transition) Lasalle SS Intensive Support Program (Transition) Lasalle SS
Sudbury Intensive Support Program (ASD) Princess Anne PS Central Intensive Support Program (ASD) Princess Anne PS Intensive Support Program (ASD) Princess Anne PS Intensive Support Program (Comprehensive) Princess Anne PS Intensive Support Program Lansdowne PS (Early Intervention) Intensive Support Program (Comprehensive) Lansdowne PS
Intensive Support Program (ASD) Sudbury SS Intensive Support Program (Section 23) Sudbury SS Intensive Support Program (Life Skills) Intensive Support Program (Transition) Sudbury SS Sudbury SS
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 13 LOCAL AREA TYPE OF SELF-CONTAINED CLASS ELEMENTARY SECONDARY Intensive Support Program (ASD) Northeastern ES Sudbury East Intensive Support Program (ASD) Northeastern ES Intensive Support Program (ASD) Northeastern ES Intensive Support Program (Comprehensive) Northeastern ES Intensive Support Program Northeastern ES (Early Intervention) Intensive Support Program (LD) Northeastern ES Intensive Support Program (ME) Markstay PS
Sudbury Intensive Support Program (Comprehensive) MacLeod PS South Intensive Support Program (Section 23) Lockerby Composite School
Intensive Support Program (ASD) Lo-Ellen Park SS Intensive Support Program (Life Skills) Lo-Ellen Park SS
Sudbury Intensive Support Program (Alternative ASD) Jean Hanson PS West Intensive Support Program Jean Hanson PS (Alternative Behaviour) Intensive Support Program (ASD) Copper Cliff PS Intensive Support Program (ASD) Copper Cliff PS Intensive Support Program (Comprehensive) Copper Cliff PS
Intensive Support Program (Transition) Lively District SS
Valley East Intensive Support Program (Comprehensive) Redwood Acres PS
Intensive Support Program (Life Skills) Confederation SS Intensive Support Program (Transition) Confederation SS
Valley North Intensive Support Program (ASD) Chelmsford VDCS (K-12) Intensive Support Program (ME) Chelmsford VDCS (K-12) Intensive Support Program (Section 23) Chelmsford VDCS (K-12) Intensive Support Program (ME) Chelmsford VDCS (K-12)
Where distance prohibits access to a self-contained class, staff support may be available in the student’s home school. Students who are Blind/Low Vision and/or Deaf/Hard of Hearing are supported by specialist Itinerant Teachers.
14 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Self-Contained Placement and Change of Placement Process Self-contained class placements are available or accessible in each of the nine Local Areas. Jean Hanson PS and the Child and Adolescent Mental Health Program are self-contained schools. The Admission, Review and Demission Process in the Rainbow District School Board outlines the steps in the process when a self-contained class or school placement change is considered. The Rainbow District School Board considers placement in a self-contained class or school very carefully only after the ARD process is followed. Class Size The Rainbow District School Board respects the class sizes contained in Regulation 298 made under the Education Act. In determining class size, the Board considers the needs of the students in the class and the staff support available.
31. The maximum enrolment in a special education class shall depend upon the extent of the exceptionalities of the pupils in the class and the special education services that are available to the teacher, but in no case shall the enrolment in a self-contained class exceed, (a) in a class for pupils who are emotionally disturbed or socially maladjusted, for pupils who have severe learning disabilities, or for pupils who are younger than compulsory school age and have impaired hearing, eight pupils; (b) in a class for pupils who are blind, for pupils who are deaf, for pupils who have developmental disabilities, or for pupils with speech and language disorders, ten pupils; (c) in a class for pupils who are hard of hearing, for pupils with limited vision, or for pupils with orthopaedic or other physical handicaps, twelve pupils; (d) in a class for pupils who have mild intellectual disabilities, twelve pupils in the primary division and sixteen pupils in the junior and intermediate divisions; (e) in an elementary school class for pupils who are gifted, (i) twenty pupils, if the class consists only of pupils in the primary division, (ii) twenty-three pupils, if the class includes at least one pupil in the primary division and at least one pupil in the junior division or intermediate division, and (iii) twenty-five pupils, if the class consists only of pupils in the junior division or intermediate division; (f) in a class for aphasic or autistic pupils, or for pupils with multiple handicaps for whom no one handicap is dominant, six pupils; and (g) on and after the 1st day of September, 1982, in a class for exceptional pupils consisting of pupils with different exceptionalities, sixteen pupils. R.R.O. 1990, Reg. 298, s. 31; O. Reg. 191/04, s. 10; O. Reg. 29/08, s. 4; O. Reg. 297/08, s. 1.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 15 Alternatives to the Rainbow District School Board’s Range of Placements In extremely unusual circumstances, when a student’s needs are so complex or a student’s behaviour creates a safety risk, a case conference is convened to problem-solve for a solution. Often this involves outside agencies. A principal, special education consultant/ coordinator, or agency representative may convene the case conference. The student may be withdrawn from school until careful planning is completed outlining roles and responsibilities. During the period of time when the student is not in school, home instruction may be provided. Home instruction requires the signature of a physician or registered psychologist/psychological associate. The special education consultant/coordinator responsible for the student’s home school takes the lead in planning for the student’s return to school. The principal, special education teacher, and classroom teacher remain involved throughout the planning process.
16 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Special Education Programs & Services - Elementary
School Name Resources Intensive Support Program Section 23 Educational ISP Assistants 2016- 2017- 2018- 2019- 2020- 2016- 2017- 2018- 2019- 2020- 2016- 2017- 2018- 2019- 2020- 2016- 2017- 2018- 2019- 2020- 2017 2018 2019 2020 2021 2017 2018 2019 2020 2021 2017 2018 2019 2020 2021 2017 2018 2019 2020 2021 Adamsdale 1 1 2 2 2 1 1 1 1 1 3 3 4 4 4 Alexander 0.25 0.5 0.5 0.5 0.5 0 0 0 0 0 0 0 0 1 1 Algonquin Road 1 1.5 1.5 2 2 0 0 0 0 0 1 1 2 2 2 Assiginack 0.5 0.5 0.5 0.5 0.5 0 0 0 0 0 1 1 1 1 1 R.L. Beattie (shared) 0.25 0.5 1 1 0.5 0 0 0 0 0 0 0.5 0.5 0 0 Central Manitoulin 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 A.B.Ellis 1 2 2 2 2 1.5 1.5 1.5 1.5 1.5 4 5 5 5 5 E Checkeris 0.25 0 0.5 0.5 0.5 0 0 0 0 0 0 0 0 0 0 Chelmsford 1 1 1.5 1.5 1 2 2 2 2 2 4 5 6 4 4 Chelmsfor VDCS 7&8 0.5 0.5 0.5 0.5 0.5 1 1 1 1 1 1 1 1 1 1 Churchill 2.5 4 4 4.5 4 4 4 3 4 3 10 10 11 13 10 Confederation 7&8 1 1 1 1 1 1 1 0 1 1 1 1 Copper Cliff 1 1 1 1 1 3 3 3 3 3 4 5 6 5 5 S Geiger 1 1.5 1 1 1 0 0 0 0 0 1 1 1 1 2 C. R. Judd 1 1 1 1 1 0 0 0 0 0 1.5 1.5 1 2 2 Lansdowne 1 1 1 1.5 1.5 2 2 2 2 2 4 5 5 5 5 Larchwood 0.5 0.5 0.5 0.5 0.5 0 0 0 0 0 0.5 0.5 0.5 1 1 Levack 0.5 1 1 1 1 0 0 0 0 0 1 2 2 2 2 Little Current 1.5 1.5 1.5 1.5 1.5 1 1 1 1 1 3 3 3 3 3 Lively DSS 7&8 0.5 0.5 0.5 1 1 0 0 0 0 0 0 0 0 0 0 Lo-Ellen Park (shared) 0 0 0 0 0.5 0 0 0 0 0 0 0 0 0 0 MacLeod 2 2.5 3 3.5 3.5 1 1 1 1 1 4 7 7 8 8 Markstay 1 1 1 1 1 1 1 1 1 1 3 3 3 3 3 Charles C. McLean 0.5 0.5 0.5 0.5 1 0 0 0 0 0 2 2 2 2 1 Monetville 0.5 0.5 0.5 0.5 0.5 0 0 0 0 0 0 0 0 0 0 M.W. Moore 0 0 0 0 0 0 0 0 0 0 0 0 R.H. Murray 0.5 0.5 1 1 1 0 0 0 0 0 1 1 1 1 1 Carl Nesbitt 0.25 0.5 0.5 0.5 0.5 0 0 0 0 0 0 0 0 0 0
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 17 Special Education Programs & Services - Elementary (Continued)
School Name Resources Intensive Support Program Section 23 Educational ISP Assistants 2016- 2017- 2018- 2019- 2020- 2016- 2017- 2018- 2019- 2020- 2016- 2017- 2018- 2019- 2020- 2016- 2017- 2018- 2019- 2020- 2017 2018 2019 2020 2021 2017 2018 2019 2020 2021 2017 2018 2019 2020 2021 2017 2018 2019 2020 2021 Northeastern 2 4 5 5 5 5 5 4 4 4 1 1 0 11 13 13 13 13 Pinecrest 1 1 1.5 Princess Anne 2 6 6 5 5 6 4 4 4 4 14 11 11 11 11 Queen Elizabeth II 1 1.5 1.5 1.5 1.5 0 0 0 0 0 3 3 3 3 4 Redwood Acres 1 1 1.5 2 2 1 1 1 1 1 3 3 4 5 5 Valley View 0.5 1 1 1 1 0 0 0 0 0 1 1 1 2 2 Cyril Varney 1.5 2 2.5 2.5 2 0 0 0 0 0 0.5 0.5 0 2 3 3 3 3 Walden 1 1.5 2 2 2 0 0 0 0 0 2 2 3 3 3 Webbwood 0.5 0 0 Westmount 0 0 0.5 0.5 0.5 0 0 0 0 0 0 0 0 0 0 Jean Hanson 9 10 11 11 11 15 19 21 20 20 Alternative 2 2 2 2 2 3 3 2 2 2 ABA 1 1 1 1 1 NSI 1 1 CDA 1 5 6 6 6 Lead teacher 1 Itinerant teachers 5 8 12 12 12 Itinerant EA 1 3 3 3 3 CTC 1 1 1 1 1 1 1 1 1 1 Chelmsford S23 1 1 1 1 1 1 1 2 2 2 Lansdowne S23 Little Current 1 1 1 1 1 1 1 1 1 1 Northeastern S23 NYS 1 1 1 CAMHP (RMC) 1 1 1 1 1 1 1 1 1 1 SHILO 1 1 1 1 1 1 1 1 1 1 S23 Totals 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 5.00 5.00 6.50 7.50 6.00 5.00 5.00 6.00 6.00 6.00 Totals without S23 36.50 53.00 62.00 64.00 63.00 43.50 42.50 41.50 42.50 41.50 0.00 0.00 1.50 1.50 0.00 108.50 126.50 135.00 138.00 137.00
18 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Special Education Programs & Services - Secondary
School Name Resources Intensive Support Program Section 23 Educational ISP Assistants 2016- 2017- 2018- 2019- 2020- 2016- 2017- 2018- 2019- 2020- 2016- 2017- 2018- 2019- 2020- 2016- 2017- 2018- 2019- 2020- 2017 2018 2019 2020 2021 2017 2018 2019 2020 2021 2017 2018 2019 2020 2021 2017 2018 2019 2020 2021 Chelmsford VDCS 0.67 0.67 0.67 1.33 1.33 0 0 0 0 0 1 1 1 1 1 Confederation 1.67 1.67 2 2 2.67 2.67 2.67 2.67 2.67 3 3 3 3 4 4 Espanola 1.83 1.83 2.33 2.67 2.67 3 3 3 3 3 3 5 4 4 4 Lasalle 2.5 2.5 4.5 4.5 4.5 6.67 6.67 6.67 6.67 6.67 9 9 9 9 11 Lively 1.33 1.33 1.33 1.33 1.33 1.34 1.34 1.34 1.34 1.34 1 2 2 2 2 Lockerby 1.33 1.33 1.33 1.33 1.33 0 0 0 0 0 0 0 0 0 0 Lo-Ellen Park 1.67 1.67 1.67 2 2 2.67 2.67 2.67 2.67 2.67 4 4 4 4 4 Manitoulin 1.67 1.67 1.67 2 2 3 3 3 3 3 3 3 3 3 3 Sudbury Secondary 1.67 1.67 2.67 2.67 2.67 4.33 4.33 4.33 4.33 4.33 5 5 5 5 5 Barrydowne College 0.67 0.67 0.67 1 1 0 0 0 0 0 1 0 0 0 0 Espanola S23 1 1 1 1 1 1 1 1 1 1 Manitoulin S23 1 1 1 1 1 1 1 1 1 1 Sudbury Sec S23 1 1 1 1 1 1 1 1 1 1 Attendance Centre 1 1 1 1 1 0 0 0 0 0 Cecil Facer 8 8 8 8 8 3 3 3 3 3 Frank Flowers 1 1 1 1 1 0 0 0 0 0 Mishko-deh-Wendam 2 2 2 2 2 1 1 1 1 1 O’Connor Park 1 1 1 1 1 1 1 1 1 1 S23 Totals 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 15.00 16.00 16.00 16.00 16.00 8.00 8.00 8.00 8.00 8.00 Totals without S23 15.01 15.01 18.84 20.83 21.50 23.68 23.68 23.68 23.68 24.01 0.00 0.00 0.00 0.00 0.00 30.00 32.00 31.00 32.00 34.00
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 19 Special Education Programs & Services - Comparison Analysis
Elementary 2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Special Education Resource 36.50 50.00 50.00 52.00 51.00 Self-contained 34.50 31.50 29.50 30.50 29.50 Jean Hanson 11.00 11.00 12.00 12.00 12.00 Jean Hanson - Principal 1.00 1.00 1.00 1.00 1.00 Jean Hanson - Secretary 1.00 1.00 1.00 1.00 1.00 Total Elementary 84.00 94.50 93.50 96.50 94.50
Secondary Special Education Resource 15.01 15.01 18.84 20.83 21.50 Self-contained 23.68 23.68 23.68 23.68 24.01 Total Secondary 38.69 38.69 42.52 44.51 45.51
Gord Ewin Centre Principal 1.00 1.00 1.00 1.00 1.00 Secretary 1.00 1.00 1.00 1.00 1.00 Special Education Consultants/Coordinators 5.50 6.50 7.00 7.00 7.00 Lead Teacher 1.00 1.00 Support Clerk (.5) 0.50 0.50 0.50 0.50 0.50 Psychological Services Staff 5.50 7.00 7.00 7.00 7.00 Speech & Language Pathologists 5.00 5.50 6.00 6.00 6.00 Itinerant Teacher (NSI) 1.00 Itinerant Teacher (ABA) 4.00 6.00 6.00 6.00 Itinerant Teacher (ASD/IEP) 1.00 1.00 Itinerant Teachers (Deaf/Blind) 5.00 5.00 6.00 6.00 6.00 Special Needs Training & Program Officer 1.00 1.00 1.00 1.00 1.00 Board Certified Behaviour Analyst 1.00 2.00 2.00 2.00 2.00 Total Education Centre 26.50 35.50 38.50 37.50 38.50
Support Staff Educational Assistants (includes CDAs) 151.50 172.50 177.00 185.00 185.00 Technicians 2.00 2.00 2.00 2.00 2.00 Total Support Staff 153.50 174.50 179.00 187.00 187.00
Alternative Elementary 1.00 1.00 1.00 1.00 1.00 Secondary
Section Classrooms Elementary 5.00 5.00 6.50 7.50 6.00 Secondary 8.00 8.00 8.00 8.00 8.00 Secondary (divested) Educational Assistants (divested) Total Section 13.00 13.00 14.50 15.50 14.00
20 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Special Education Programs & Services - Range of Placements by Local Area
Area 1 - Manitoulin
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Elementary Resource Teachers Assiginack 0.50 0.50 0.50 0.50 0.50 Charles C. McLean 0.50 0.50 0.50 0.50 1.00 Central Manitoulin 1.00 1.00 1.00 1.00 1.00 Little Current 1.50 1.50 1.50 1.50 1.50 Total 3.50 3.50 3.50 3.50 4.00
Secondary Resource Teachers Manitoulin Secondary 1.67 1.67 1.67 2.00 2.00 Total 1.67 1.67 1.67 2.00 2.00
Elementary ISP Teachers Little Current 1.00 1.00 1.00 1.00 1.00 Central Manitoulin 1.00 1.00 1.00 1.00 1.00 Total 2.00 2.00 2.00 2.00 2.00
Secondary ISP Teachers Manitoulin Secondary 3.00 3.00 3.00 3.00 3.00 Total 3.00 3.00 3.00 3.00 3.00
Elementary Section Program Teachers Little Current 1.00 1.00 1.00 1.00 1.00 Total 1.00 1.00 1.00 1.00 1.00
Secondary Section Program Teachers Manitoulin Secondary 1.00 1.00 1.00 1.00 1.00 Total 1.00 1.00 1.00 1.00 1.00
Total Teachers 12.17 12.17 12.17 12.50 13.00
Educational Assistants (Includes Section) Assiginack 1.00 1.00 1.00 1.00 1.00 Charles McLean 2.00 2.00 2.00 2.00 1.00 Central Manitoulin 2.00 2.00 2.00 2.00 2.00 Little Current 4.00 4.00 4.00 4.00 4.00 Manitoulin Secondary 4.00 4.00 4.00 4.00 4.00 Total Educational Assistants 13.00 13.00 13.00 13.00 12.00
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 21 Area 2 - Espanola
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Elementary Resource Teachers S. Geiger 1.00 1.50 1.00 1.00 1.00 Webbwood 0.50 A.B. Ellis 1.00 2.00 2.00 2.00 2.00 Total 2.50 2.50 3.00 3.00 3.00
Secondary Resource Teachers Espanola High 1.83 1.83 2.33 2.67 2.67 Total 1.83 1.83 1.83 2.67 2.67
Elementary ISP Teachers A.B. Ellis 1.50 1.50 1.50 1.50 1.50 Total 1.50 1.50 1.50 1.50 1.50
Secondary ISP Teachers Espanola High 3.00 3.00 3.00 3.00 3.00 Total 3.00 3.00 3.00 3.00 3.00
Secondary Section Program Teachers Espanola High 1.00 1.00 1.00 1.00 1.00 Total 1.00 1.00 1.00 1.00 1.00
Total Teachers 9.83 9.83 10.33 11.17 11.17
Educational Assistants (Includes Section) S. Geiger 1.00 1.00 1.00 1.00 2.00 Webbwood 0.00 A.B. Ellis 4.00 5.00 5.00 5.00 5.00 Espanola High 4.00 5.00 5.00 5.00 5.00 Total Educational Assistants 9.00 11.00 11.00 11.00 12.00
22 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Area 3 - Sudbury West
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Elementary Resource Teachers R.H. Murray 0.50 0.50 1.00 1.00 1.00 Copper Cliff 1.00 1.00 1.00 1.00 1.00 Lively District Elementary 0.50 0.50 0.50 1.00 1.00 Walden 1.00 1.50 2.00 2.00 2.00 Total 3.00 3.50 4.50 5.00 5.00
Secondary Resource Teachers Lively District Secondary 1.33 1.33 1.33 1.33 1.33 Total 1.33 1.33 1.33 1.33 1.33
Elementary ISP Teachers Copper Cliff 3.00 3.00 3.00 3.00 3.00 Jean Hanson 9.00 9.00 10.00 10.00 10.00 Total 12.00 12.00 13.00 13.00 13.00
Secondary ISP Teachers Lively District Secondary 1.34 1.34 1.34 1.34 1.34 Total 1.34 1.34 1.34 1.34 1.34
Jean Hanson (ISP - Alternative) 2.00 3.00 3.00 3.00 3.00 Jean Hanson (SHILO) 1.00 1.00 1.00 1.00 1.00 Total 3.00 4.00 4.00 4.00 4.00
Total Teachers 20.67 22.17 24.17 24.67 24.67
Educational Assistants R.H. Murray 1.00 1.00 1.00 1.00 1.00 Walden 2.00 3.00 3.00 3.00 3.00 Copper Cliff 4.00 5.00 6.00 5.00 5.00 Lively District Elementary 0.00 0.00 0.00 0.00 0.00 Lively District Secondary 1.00 2.00 2.00 2.00 2.00 Jean Hanson 18.00 19.00 23.00 23.00 23.00 Total Educational Assistants 19.00 23.00 35.00 34.00 34.00
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 23 Area 4 - Valley North
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Elementary Resource Teachers Levack 0.50 1.00 1.00 1.00 1.00 Larchwood 0.50 0.50 0.50 0.50 0.50 MW Moore 0.00 0.00 0.00 0.00 Chelmsford 1.00 1.00 1.50 1.50 1.00 Chelmsford VDCS 7/8 0.50 0.50 0.50 0.50 0.50 Total 2.50 3.00 3.50 3.50 3.00
Secondary Resource Teachers Chelmsford VDCS 0.67 0.67 0.67 1.33 1.33 MW Moore Secondary 0.00 0.00 0.00 0.00 Total 0.67 0.67 0.67 1.33 1.33
Elementary ISP Teachers Levack 0.00 0.00 0.00 0.00 0.00 MW Moore 0.00 0.00 0.00 0.00 Chelmsford 2.00 2.00 2.00 2.00 2.00 Chelmsford VDCS - 7/8 1.00 1.00 1.00 1.00 1.00 Total 3.00 3.00 3.00 3.00 3.00
Elementary Section Program Teachers Chelmsford 1.00 1.00 1.00 1.00 1.00 Total 1.00 1.00 1.00 1.00 1.00
Secondary Section Program Teachers Chelmsford VDCS 0.00 0.00 0.00 0.00 0.00 Total 0.00 0.00 0.00 0.00 0.00
Total Teachers 7.17 7.67 8.17 8.83 8.33
Educational Assistants (Includes Section) Larchwood 0.50 0.50 0.50 1.00 1.00 Levack 1.00 2.00 2.00 2.00 2.00 MW Moore 0.00 0.00 0.00 MW Moore Secondary 0.00 0.00 0.00 Chelmsford 6.00 6.00 6.00 6.00 6.00 Chelmsford VDCS 7/8 1.00 1.00 1.00 1.00 1.00 Chelmsford VDCS 1.00 1.00 1.00 1.00 1.00 Total Educational Assistants 9.50 10.50 10.50 11.00 11.00
24 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Area 5 - Valley East
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Elementary Resource Teachers Pinecrest 1.00 C.R. Judd 1.00 1.00 1.00 1.00 1.00 Confederation 7/8 1.00 1.00 1.00 1.00 Redwood Acres 1.00 1.00 1.50 2.00 2.00 Valley View 0.50 1.00 1.00 1.00 1.00 Total 3.50 4.00 4.50 5.00 5.00
Secondary Resource Teachers Confederation Secondary 1.67 1.67 2.00 2.00 2.67 Total 1.67 1.67 2.00 2.00 2.67
Elementary ISP Teachers Confederation 7/8 1.00 1.00 1.00 0.00 Redwood Acres 1.00 1.00 1.00 1.00 1.00 Pinecrest 1.00 Total 2.00 2.00 2.00 2.00 1.00
Secondary ISP Teachers Confederation Secondary 2.67 2.67 2.67 2.67 3.00 Total 2.67 2.67 2.67 2.67 3.00
Total Teachers 9.84 10.34 11.17 11.67 11.67
Educational Assistants Pinecrest 1.50 Confederation 7/8 1.00 1.00 1.00 1.00 C.R. Judd 1.50 1.50 1.00 2.00 2.00 Redwood Acres 3.00 3.00 4.00 5.00 5.00 Valley View 1.00 1.00 1.00 2.00 2.00 Confederation Secondary 3.00 3.00 3.00 4.00 4.00 Total Educational Assistants 10.00 9.50 10.00 14.00 14.00
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 25 Area 6 - Sudbury Central
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Elementary Resource Teachers Princess Anne 2.00 6.00 6.00 5.00 5.00 Queen Elizabeth 1.00 1.50 1.50 1.50 1.50 Lansdowne 1.00 1.00 1.00 1.50 1.50 Total 4.00 8.50 8.50 8.00 8.00
Secondary Resource Teachers Sudbury Secondary 1.67 1.67 2.67 2.67 2.67 Total 1.67 1.67 2.67 2.67 2.67
Elementary ISP Teachers Lansdowne 2.00 2.00 2.00 2.00 2.00 Princess Anne 6.00 4.00 4.00 4.00 4.00 Total 8.00 6.00 6.00 6.00 6.00
Secondary ISP Teachers Sudbury Secondary 4.33 4.33 4.33 4.33 4.33 Total 4.33 4.33 4.33 4.33 4.33
Secondary Section Program Teachers Mishko-deh-Wendam 2.00 2.00 2.00 2.00 2.00 O'Connor Park 1.00 1.00 1.00 1.00 1.00 Sudbury Secondary 1.00 1.00 1.00 1.00 1.00 Total 4.00 4.00 4.00 4.00 4.00
Total Teachers 22.00 24.50 25.50 25.00 25.00
Educational Assistants (Includes Section) Princess Anne 14.00 11.00 11.00 11.00 11.00 Queen Elizabeth 3.00 3.00 3.00 3.00 4.00 Lansdowne 5.00 5.00 5.00 5.00 5.00 Mishko-deh-Wendam 1.00 1.00 1.00 1.00 1.00 O'Connor Park 1.00 1.00 1.00 1.00 1.00 Sudbury Secondary 6.00 6.00 6.00 6.00 6.00 Total Educational Assistants 30.00 27.00 27.00 27.00 28.00
26 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Area 7 - Sudbury South
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Elementary Resource Teachers MacLeod 2.00 2.50 3.00 3.50 3.50 R.L. Beattie 0.25 0.50 1.00 1.00 0.50 Algonquin Road 1.00 1.50 1.50 2.00 2.00 Alexander 0.25 0.50 0.50 0.50 0.50 Lo-Ellen Park Elementary 0.00 0.00 0.00 0.00 0.50 Total 3.50 5.00 6.00 7.00 7.00
Secondary Resource Teachers Lockerby Composite 1.33 1.33 1.33 1.33 1.33 Lo-Ellen Park Secondary 1.67 1.67 1.67 2.00 2.00 Total 3.00 3.00 3.00 3.33 3.33
Elementary ISP Teachers MacLeod 1.00 1.00 1.00 1.00 1.00 Total 1.00 1.00 1.00 1.00 1.00
Secondary ISP Teachers Lo-Ellen Park Secondary 2.67 2.67 2.67 2.67 2.67 Lockerby Composite 0.00 0.00 0.00 0.00 0.00 Total 2.67 2.67 2.67 2.67 2.67
Elementary Section Program Teachers Children's Treatment Centre 1.00 1.00 1.00 1.00 1.00 CAMHP (RuthHSN) MacMillan Centre) 1.00 1.00 1.00 1.00 1.00 Total 2.00 2.00 2.00 2.00 2.00
Total Teachers 12.17 13.67 14.67 16.00 16.00
Educational Assistants MacLeod 4.00 7.00 7.00 8.00 8.00 R.L. Beattie 0.00 0.50 0.50 0.00 0.00 Algonquin Road 1.00 1.00 2.00 2.00 2.00 Alexander 0.00 0.00 0.00 1.00 1.00 Lockerby Composite 0.00 0.00 0.00 0.00 0.00 Lo-Ellen Park Elementary 0.00 0.00 0.00 0.00 0.00 Lo-Ellen Park Secondary 4.00 4.00 4.00 4.00 4.00 Children's Treatment Centre 1.00 1.00 1.00 1.00 1.00 CAMHP (Ruth MacMillan Centre) 1.00 1.00 1.00 1.00 1.00 Total Educational Assistants 11.00 14.50 15.50 17.00 17.00
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 27 Area 8 - New Sudbury
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Elementary Resource Teachers Carl Nesbitt 0.25 0.50 0.50 0.50 0.50 Ernie Checkeris 0.25 0.00 0.50 0.50 0.50 Westmount 0.00 0.00 0.50 0.50 0.50 Churchill 2.50 4.00 4.00 4.50 4.00 Cyril Varney 1.50 2.00 2.50 2.50 2.00 Adamsdale 1.00 1.00 1.00 2.00 2.00 Lasalle Elementary 1.50 Total 5.50 7.50 9.00 10.50 11.00
Secondary Resource Teachers Barrydowne College 0.67 0.67 0.67 1.00 1.00 Lasalle Secondary 2.50 2.50 4.50 4.50 4.50 Total 3.17 3.17 5.17 5.50 5.50
Elementary ISP Teachers Churchill 4.00 3.00 3.00 4.00 3.00 Adamsdale 1.00 1.00 1.00 1.00 1.00 Lasalle Elementary 1.00 Total 5.00 4.00 4.00 5.00 5.00
Secondary ISP Teachers Lasalle Secondary 6.67 6.67 6.67 6.67 6.67 Total 6.67 6.67 6.67 6.67 6.67
Secondary Section Program Teachers Frank Flowers 1.00 1.00 1.00 1.00 1.00 Total 1.00 1.00 1.00 1.00 1.00
Total Teachers 21.34 22.34 25.84 28.67 29.17
Educational Assistants (Includes Section) Carl Nesbitt 0.00 0.00 0.00 0.00 0.00 Ernie Checkeris 0.00 0.00 0.00 0.00 0.00 Westmount 0.00 0.00 0.00 0.00 0.00 Churchill 10.00 11.00 11.00 13.00 10.00 Cyril Varney 2.00 3.00 3.00 3.00 3.00 Adamsdale 3.00 3.00 4.00 4.00 4.00 Lasalle Elementary 2.00 Lasalle Secondary 9.00 9.00 9.00 9.00 9.00 Barrydowne College 1.00 0.00 0.00 0.00 0.00 Total Educational Assistants 25.00 26.00 27.00 29.00 28.00
28 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Area 9 - Sudbury East
2016-2017 2017-2018 2018-2019 2019-2020 2020-2021 Elementary Resource Teachers Markstay 1.00 1.00 1.00 1.00 1.00 Monetville 0.50 0.50 0.50 0.50 0.50 Northeastern Elementary 2.00 4.00 5.00 5.00 5.00 Total 3.50 5.50 6.50 6.50 6.50
Elementary ISP Teachers Markstay 1.00 1.00 1.00 1.00 1.00 Northeastern Elementary 5.00 4.00 4.00 4.00 4.00 Total 6.00 5.00 5.00 5.00 5.00
Elementary Section Program Teachers Northeastern Elementary 0.00 0.00 1.00 1.00 0.00 Total 0.00 0.00 1.00 1.00 0.00
Total Teachers 9.50 10.50 12.50 12.50 11.50
Educational Assistants (Includes Section) Markstay 3.00 3.00 3.00 3.00 3.00 Monetville 0.00 0.00 0.00 0.00 0.00 Northeastern Elementary 11.00 13.00 13.00 13.00 13.00 Total Educational Assistants 14.00 16.00 16.00 16.00 16.00
Areas 1 through 9
Educational Assistants Itinerant EAs 1.00 2.00 3.00 3.00 3.00 Total Itinerant EAs 1.00 2.00 3.00 3.00 3.00
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 29 Special Education Range of Placement Options CATEGORIES OF EXCEPTIONALITY
Issued by: Jean Hanson Superintendent of Schools May 1, 2001
Revised June 2011: Ada Della Penta Superintendent of Schools
Administrators’ Handbook
30 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Range of Placement Options The Range of Placements Options document has been designed as a tool for parents/ guardians, students, and Board staff to enhance understanding of placement options for exceptional students in the Rainbow District School Board. Identification, Placement, and Review Committee decisions are based upon the individual student strengths and needs. Informed placement decisions are made with input from parents/guardians and/or students. This document has been reviewed by the Special Education Advisory Committee of the Rainbow District School Board. Regulation 181/98 states that placement in the regular classroom will be considered as the preferred option for most exceptional students. The Rainbow District School Board believes that integration and inclusion of exceptional students benefits the entire student population, the school staff, and the community as a whole. Therefore, regardless of placement, each exceptional student will be included or integrated into a regular classroom and/or regular school activities as much as possible. Integration/inclusion of exceptional students will be reviewed by the school on a regular basis. Any questions about this document may be directed to the Principal of Special Education Programs and Services at 705.674.3171.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 31 TABLE OF CONTENTS CATEGORY OF EXCEPTIONALITY: BEHAVIOUR...... 4 Age Range 4-8...... 4 Age Range 8-14...... 5 Age Range 14-21...... 6
CATEGORY OF EXCEPTIONALITY: COMMUNICATION-AUTISM...... 7 Age Range 4-8...... 7 Age Range 8-14...... 8 Age Range 14-21...... 9
CATEGORY OF EXCEPTIONALITY: COMMUNICATION-DEAF AND HARD OF HEARING ...... 10 Age Range 4-8...... 10 Age Range 8-14...... 11 Age Range 14-21...... 12
CATEGORY OF EXCEPTIONALITY: COMMUNICATION-LANGUAGE IMPAIRMENT ...... 13 Age Range 4-8...... 13 Age Range 8-14...... 14 Age Range 14-21...... 15
CATEGORY OF EXCEPTIONALITY: COMMUNICATION-SPEECH IMPAIRMENT ...... 16 Age Range 4-8...... 16 Age Range 8-14...... 17 Age Range 14-21...... 18
CATEGORY OF EXCEPTIONALITY: COMMUNICATION-LEARNING DISABILITY ...... 19 Age Range 4-8...... 19 Age Range 8-14...... 20 Age Range 14-21...... 21
CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-GIFTEDNESS ...... 22 Age Range 4-8 ...... 22 Age Range 8-14 ...... 23 Age Range 14-21 ...... 24
CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-MILD INTELLECTUAL DISABILITY ...... 25 Age Range 4-8...... 25 Age Range 8-14...... 26 Age Range 14-21...... 27
32 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-DEVELOPMENTAL DISABILITY ...... 28 Age Range 4-8...... 28 Age Range 8-14...... 29 Age Range 14-21...... 30
CATEGORY OF EXCEPTIONALITY: PHYSICAL-PHYSICAL DISABILITY ...... 31 Age Range 4-8...... 31 Age Range 8-14...... 32 Age Range 14-21...... 33
CATEGORY OF EXCEPTIONALITY: PHYSICAL-BLIND & LOW VISION...... 34 Age Range 4-8...... 34 Age Range 8-14...... 35 Age Range 14-21...... 36
CATEGORY OF EXCEPTIONALITY: MULTIPLE...... 37 Age Range 4-8...... 37 Age Range 8-14...... 38 Age Range 14-21...... 39
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 33 CATEGORY OF EXCEPTIONALITY: BEHAVIOUR
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
4-8 Characteristics: Characteristics: Characteristics: Characteristics: ◆ Identified or approved by the ◆ Identified or approved by ◆ Identified ◆ Identified Special Education Consultant Special Education Consultant ◆ Severe compulsive/impulsive ◆ Psychiatric condition/diagnosis ◆ Compulsive/impulsive ◆ Severe compulsive/impulsive reactions and/or clinical involvement reactions reactions ◆ Manifested regularly and ◆ Episodes of non-compliance, ◆ Manifested regularly and consistently Support: temper or aggression consistently ◆ Constant supervision is ◆ Referral to care and treatment ◆ Manifested over a period of ◆ Supervision is required required (safety) facility/program time ◆ Clinical involvement is ◆ Clinical involvement is essential recommended
Support: Support: ◆ Special Education Resource Support: ◆ Wrap-around model supported Teacher responds to crisis and ◆ Special Education Resource by Day Treatment Program manages IEP development and Teacher manages IEP Teacher (school, home, implementation development and community) ◆ Emphasis on prevention and implementation ◆ Day Treatment Program intervention ◆ Direct support for social skills (Section 23) ◆ Social skills programming training ◆ Family contracting ◆ May receive EA support ◆ Wrap-around model supported by school, home and community
34 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: BEHAVIOUR
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
8-14 Characteristics: Characteristics: Characteristics: Characteristics: ◆ Identified ◆ Identified ◆ Identified ◆ Identified ◆ Compulsive/impulsive ◆ Severe compulsive/impulsive ◆ Severe compulsive/impulsive ◆ Psychiatric condition/diagnosis reactions reactions reactions and/or clinical involvement ◆ Episodes of non-compliance, ◆ Manifested regularly and ◆ Manifested regularly and ◆ Programming interventions have temper, aggression consistently consistently failed to reduce compulsive/ ◆ Manifested over a period of ◆ Supervision is required ◆ Constant supervision required impulsive reactions time ◆ Clinical involvement is ◆ Clinical involvement is essential ◆ Compulsive/impulsive reactions recommended are a threat to the well-being of other students Support: Support: ◆ Special Education Resource Support: ◆ Day Treatment Program Support: Teacher responds to crises and ◆ Special Education Resource (Section 23) (Espanola, manages IEP development and Teacher facilitates direct Manitoulin Island), (Ages 8-11 in ◆ Referral to care and treatment implementation support for social skills training Sudbury) facility/program ◆ Direct support for social skills ◆ Direct support for social skills ◆ Alternative Program (Ages 11- ◆ Home instruction during periods training training 14 in Sudbury) of stabilization ◆ Emphasis on prevention and ◆ May receive EA support ◆ Wrap-around model supported ◆ Central special education staff intervention by teacher, school, home and works with home, school and ◆ Wrap-around model supported community on re-entry IEP ◆ Social skills programming by teacher, school, home, community ◆ Family contracting community
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 35 CATEGORY OF EXCEPTIONALITY: BEHAVIOUR
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
14-21 Characteristics: Characteristics Characteristics: Characteristics: ◆ Identified or Special Education ◆ Identified ◆ Identified ◆ Identified Coordinator has approved. ◆ Compulsive/ impulsive ◆ Severe compulsive/impulsive ◆ Psychiatric condition/diagnosis ◆ Compulsive/impulsive reactions reactions and/or clinical involvement reactions ◆ Episodes of non-compliance, ◆ Manifested regularly and ◆ Programming interventions have ◆ Episodes of non-compliance, temper, aggression consistently failed to reduce compulsive/ temper, aggression ◆ Manifested over a period of ◆ Clinical involvement is impulsive reactions ◆ Manifested over a period of time recommended ◆ Compulsive/impulsive reactions time are a threat to the well-being of other students or self Support: Support: Support: ◆ Special Education Resource ◆ Day Treatment Program ◆ Special Education Resource Teacher responds to crisis and (Section 23) (Ages 14-18) Support: Teacher responds to crisis and manages the IEP development ◆ Supported by the Day ◆ Referral to Care and Treatment manages the IEP development and implementation Treatment Program Teacher, ◆ May require home instruction and implementation ◆ Learning Strategies course or school, home, community during periods of stabilization ◆ Emphasis on behavioral alternative programming in the ◆ Central special education staff contracting and family resource room works with home, school and conferencing community on re-entry IEP
36 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-AUTISM
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
4-8 Characteristics: Characteristics: Characteristics: Characteristics: ◆ Identified or approved by ◆ Identified ◆ Identified ◆ Identified Special Education Consultant ◆ Diagnosis of ASD ◆ Presented through Child Care ◆ Profound difficulty relating ◆ Indicators of ASD ◆ Functions for periods of time in Resources to others and adapting to the the regular classroom ◆ Diagnosis of ASD with environment associated socialization/ ◆ Compounded by significant Support: ◆ Experiences periodic episodes of perseveration or ritualistic behavioral or impulse control developmental delay ◆ Special Education Resource behaviour problems ◆ Clinical involvement is essential Teacher works with the ◆ Constant supervision is Classroom Teacher to develop required the IEP with emphasis on Support: Support: communication, social ◆ Clinical involvement is interaction and transitions ◆ Special Education Resource recommended ◆ Gatchell School (Sudbury) Teacher works with Classroom ◆ Special Education Consultant ◆ Consultation with Teacher to develop and Interdisciplinary Team facilitates support implement the IEP Support: ◆ Special Education Resource ◆ Direct instruction and crisis ◆ ISP Teacher provides crisis support support ◆ Where #’s and distance in a ◆ Consultation with a Speech/ ◆ EA support may be provided Local Area does not warrant Language Pathologist may be the establishment of a class, provided ◆ Consultation with a Speech/ Language Pathologist may be EA support may be provided provided in the student’s community school ◆ Consultation with Interdisciplinary Team
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 37 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-AUTISM
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
8-14 Characteristics: Characteristics: Characteristics: Characteristics: ◆ Identified ◆ Identified ◆ Identified ◆ Profound difficulty relating ◆ Diagnosis of ASD ◆ Diagnosis of ASD ◆ Presented through Child Care to others and adapting to the environment ◆ May be presented through Resources Child Care Resources ◆ Diagnosis of ASD with ◆ Compounded by significant Support: developmental delay ◆ Functions for periods of time in associated socialization/ ◆ Special Education Resource the regular classroom behavioral or impulse control ◆ Clinical involvement continues to Teacher works with the problems be essential Classroom Teacher to develop ◆ Experiences periodic episodes ◆ Constant supervision is the IEP of perseveration or ritualistic behaviour required ◆ Emphasis on communication, Support: ◆ Clinical involvement is ◆ social interaction and recommended Gatchell School (Sudbury) transitions Support: ◆ Consultation with ◆ Special Education Consultant ◆ Special Education Resource Interdisciplinary Team facilitates community support Teacher works with Classroom Support: ◆ Special Education Resource Teacher to develop the IEP ◆ ISP Teacher provides crisis support ◆ Direct instruction and crisis ◆ Consultation with ◆ Consultation with a Speech/ support Interdisciplinary Team Language Pathologist may be ◆ EA support may be provided provided ◆ Consultation with a Speech/ Language Pathologist may be provided
38 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-AUTISM
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
14-21 Characteristics: Characteristics: Characteristics: Characteristics: ◆ Identified ◆ Identified ◆ Identified ◆ Profound difficulty relating ◆ Diagnosis of ASD ◆ Diagnosis of ASD ◆ Diagnosis of ASD with to others and adapting to the environment ◆ Intellectual ability and associated socialization/ achievement consistent behavioral or impulse control ◆ Compounded by significant Support: with Ontario Curriculum problems developmental delay ◆ Special Education Resource expectations ◆ Constant supervision is ◆ Clinical involvement is essential Teacher works with the required Classroom Teacher to develop ◆ Clinical involvement is the IEP Support: recommended Support: ◆ Emphasis on communication, ◆ Special Education Resource ◆ Gatchell School (Sudbury) social interaction and Teacher works with Classroom transitions Teachers to develop the IEP Support: ◆ Special Education Coordinator ◆ Special Education Resource ◆ ISP facilitates community support Teacher withdraws student to ◆ Consultation with ◆ Special Education Resource develop learning strategies Interdisciplinary Team Teacher provides crisis support and provide opportunities for calming
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 39 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-DEAF AND HARD OF HEARING
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
4-8 Characteristics: Characteristics: Characteristics: Characteristics: ◆ Identified or approved by the ◆ Identified ◆ Identified ◆ Identified Special Education Consultant ◆ Moderate bilateral ◆ Severe/profound bilateral ◆ Severe/profound bilateral ◆ Moderate bilateral sensorineural hearing loss (40 sensorineural hearing loss sensorineural hearing loss sensorineural hearing loss dB) across all frequencies ◆ Prescribed amplification or ◆ Meets the criteria for acceptance ◆ May require amplification ◆ Bilateral loss drops suddenly at cochlear implant to a Provincial School for the Deaf 1000 Hz-2000 Hz to severe or profound levels with additional Support: identified learning difficulties Support: Support: ◆ Special Education Resource ◆ Prescribed amplification ◆ Specialist Teacher of the Deaf ◆ Intensive residential program at a Teacher in consultation with up to 50% of the day Provincial School the Itinerant Teacher of the ◆ Where #’s in a local area Deaf, works with the Classroom Support: warrant, an ISP may be Teacher to develop the IEP ◆ Itinerant Teacher of the established ◆ Consultation between a Deaf works with the Special ◆ Where #’s or distance in a Speech/ Language Pathologist Education Resource Teacher local area do not warrant the and Itinerant Teacher of the and Classroom Teacher to establishment of an ISP, an Deaf develop the IEP and to facilitate Itinerant Teacher of the Deaf staff awareness will provide support in the ◆ Consultation between a community school Speech/ Language Pathologist ◆ Interpreter support may be and Itinerant Teacher of the provided Deaf
40 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-DEAF AND HARD OF HEARING
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
8-14 Characteristics: Characteristics: Characteristics: Characteristics: ◆ Identified ◆ Identified ◆ Identified ◆ Identified ◆ Moderate bilateral ◆ Moderate/severe/profound ◆ Severe/profound bilateral ◆ Severe/profound bilateral sensorineural hearing loss bilateral sensorineural hearing sensorineural hearing loss sensorineural hearing loss ◆ May require amplification loss ◆ Prescribed amplification or ◆ Meets the criteria for acceptance ◆ Prescribed amplification cochlear implant to a Provincial School for the Deaf
Support: ◆ Special Education Resource Support: Support: Support: Teacher, in consultation with ◆ The Itinerant Teacher of the ◆ Specialist Teacher of the Deaf ◆ Intensive residential program at a the Itinerant Teacher of the Deaf works with the Special up to 50% of the day Provincial School Deaf, works with the Classroom Education Resource Teacher ◆ Where #’s in a local area Teacher to develop IEP and Classroom Teacher to warrant, an ISP may be ◆ Consultation between a develop IEP established Speech/ Language Pathologist ◆ May require direct ◆ Where #’s or distance in a and Itinerant Teacher of the communication training local area do not warrant the Deaf ◆ May require Interpreter/Note establishment of an ISP, an Taker Itinerant Teacher of the Deaf ◆ Consultation between a will provide support in the Speech/ Language Pathologist community school and Itinerant Teacher of the ◆ Interpreter/ Note Taker support Deaf may be provided
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 41 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-DEAF AND HARD OF HEARING
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
14-21 Characteristics: Characteristics: Characteristics: Characteristics: ◆ Identified ◆ Identified ◆ Identified ◆ Identified ◆ Mild to moderate unilateral/ ◆ Moderate/severe/profound ◆ Severe/profound bilateral ◆ Severe/profound bilateral hearing bilateral hearing loss bilateral hearing loss sensorineural hearing loss loss ◆ May require amplification ◆ Requires amplification ◆ Prescribed amplification or ◆ Meets the criteria for acceptance cochlear implant to a Provincial School for the Deaf
Support: Support: ◆ Special Education Program ◆ Special Education Program Support: Support: Leader in consultation with Leader in consultation with ◆ Specialist Teacher of the Deaf ◆ Intensive residential program at a the Itinerant Teacher of the the Itinerant Teacher of the up to 50% of the day Provincial School Deaf, works with the Classroom Deaf, works with the Classroom ◆ Where #’s in a local area Teacher to develop IEP Teacher to develop IEP warrant, an ISP may be ◆ Consultation between a ◆ May require direct established Speech/ Language Pathologist communication training and/ ◆ Where #’s or distance in a and Itinerant Teacher of the or delivery of credit courses local area do not warrant the Deaf through the Itinerant Teacher establishment of an ISP, an of the Deaf Itinerant Teacher of the Deaf ◆ May require Interpreter/ Note will provide support in the Taker community school ◆ Consultation between a ◆ Interpreter/ Note Taker support Speech/ Language Pathologist may be provided and Itinerant Teacher of the Deaf
42 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-LANGUAGE IMPAIRMENT
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
4-8 Characteristics: Characteristics: Not available Not available ◆ Identified by Board Speech ◆ Identified by Board Speech Language Pathologist Language Pathologist ◆ Moderate to severe expressive ◆ Moderate to severe expressive language difficulties language difficulties ◆ Moderate to severe receptive ◆ Moderate to severe receptive language difficulties language difficulties ◆ Moderate to severe pragmatic ◆ Moderate to severe pragmatic language difficulties language difficulties
Support: Support: ◆ Preventative and remedial ◆ Speech and Language Program intervention developed by Speech and ◆ Classroom Teacher and Special Language Pathologist Education Resource Teacher ◆ Special Education Resource reinforce strategies for speech Teacher may provide direct and language development support. as prescribed by a Speech and Language Pathologist ◆ Language goals developed by Speech and Language Pathologist
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 43 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-LANGUAGE IMPAIRMENT
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
8-14 Characteristics: Characteristics: Not available Not available ◆ Identified by Board Speech ◆ Identified by Board Speech Language Pathologist Language Pathologist ◆ Moderate to severe expressive ◆ Moderate to severe expressive language difficulties language difficulties ◆ Moderate to severe receptive ◆ Moderate to severe receptive language difficulties language difficulties ◆ Moderate to severe pragmatic ◆ Moderate to severe pragmatic language difficulties language difficulties
Support: Support: ◆ Special Education Resource ◆ Direct support from Special Teacher works with Classroom Education Resource Teacher Teacher to develop the IEP for development of verbal ◆ Remedial intervention communication ◆ Classroom Teacher and/or ◆ Speech and Language goals Special Education Resource developed by a Speech and Teacher reinforce strategies Language Pathologist for speech and language ◆ Special Education Resource development as recommended Teacher works with the by a Speech and Language Classroom Teacher to develop Pathologist the IEP ◆ Classroom-based Speech and Language program may be developed by Speech and Language Pathologist
44 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-LANGUAGE IMPAIRMENT
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
14-21 Characteristics: Characteristics: Not available Not available ◆ Identified by Board Speech ◆ Identified by Board Speech Language Pathologist Language Pathologist ◆ Moderate to severe expressive ◆ Moderate to severe expressive language difficulties language difficulties ◆ Moderate to severe receptive ◆ Moderate to severe receptive language difficulties language difficulties ◆ Moderate to severe pragmatic ◆ Moderate to severe pragmatic language difficulties language difficulties
Support: Support: ◆ Special Education Resource ◆ Direct support through Teacher works with learning strategy courses or Classroom Teacher to develop alternative programming in IEP compensations and resource room modifications ◆ IEP includes compensations and modifications
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 45 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-SPEECH IMPAIRMENT
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
4-8 Characteristics: Characteristics: Not available Not available ◆ Identified by Board Speech ◆ Identified by Board Speech Language Pathologist Language Pathologist ◆ Severe articulation difficulties ◆ Severe articulation difficulties ◆ Severe fluency difficulties ◆ Severe fluency difficulties ◆ Severe resonance and/or voice ◆ Severe resonance and/or voice difficulties difficulties
Support: Support: ◆ Preventative and remedial ◆ Speech and Language Program intervention developed by Speech and ◆ Classroom Teacher and Special Language Pathologist Education Resource Teacher ◆ Special Education Resource reinforce strategies for speech Teacher may provide direct and language development support as recommended by a Speech and Language Pathologist ◆ Speech and Language program developed by Speech and Language Pathologist
* NOTE: Often there are other factors affecting language development and should problems persist beyond these early years a psycho-educational assessment should be considered.
46 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-SPEECH IMPAIRMENT
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
8-14 Characteristics: Characteristics: Not available Not available ◆ Identified by Board Speech ◆ Identified by Board Speech Language Pathologist Language Pathologist ◆ Severe articulation difficulties ◆ Severe articulation difficulties ◆ Severe fluency difficulties ◆ Severe fluency difficulties ◆ Severe resonance and/or voice ◆ Severe resonance and/or voice difficulties difficulties
Support: Support: ◆ Special Education Resource ◆ Speech goals developed Teacher works with classroom by a Speech and Language teacher and parent to develop Pathologist IEP ◆ Special Education Resource ◆ Remedial intervention Teacher works with the Classroom Teacher to develop ◆ Classroom Teacher and/or the IEP Special Education Resource Teacher reinforce strategies for speech and language development as recommended by a Speech and Language Pathologist ◆ Speech goals may be developed by a Speech and Language Pathologist
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 47 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-SPEECH IMPAIRMENT
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
14-21 Characteristics: Characteristics: Not available Not available ◆ Identified by Board Speech ◆ Identified by Board Speech Language Pathologist Language Pathologist ◆ Severe articulation difficulties ◆ Severe articulation difficulties ◆ Severe fluency difficulties ◆ Severe fluency difficulties ◆ Severe resonance and/or voice ◆ Severe resonance and/or voice difficulties difficulties
Support: Support: ◆ IEP includes compensations and modifications ◆ Special Education Resource Teacher works with classroom teacher and parent to develop IEP compensations and modifications
48 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-LEARNING DISABILITY
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
4-8 Characteristics: Characteristics: Not available Not available ◆ Identified or approved by ◆ Identified or approved by the Special Education Consultant Special Education Consultant ◆ Mild to moderate ◆ Moderate to profound ◆ Recognized through performance assessment Support: and in-school standardized assessment ◆ Special Education Resource Teacher and Classroom Teacher ◆ Appears to have ability to work collaboratively to develop understand, but does not the IEP demonstrate that ability academically ◆ Program is delivered through ◆ Considerable difficulty focusing differentiated classroom on and completing tasks instruction ◆ Weak organizational and time management skills, requiring prompting , monitoring ◆ Difficulty in learning and in dealing with information, particularly language-based information Support: ◆ Special Education Resource Teacher works collaboratively to develop the IEP with the Classroom Teacher ◆ Special Education Resource Teacher supports differentiated classroom instruction and may provide direct support for skill development
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 49 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-LEARNING DISABILITY
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
8-14 Characteristics: Characteristics: Not available Characteristics: ◆ Identified or approved by the ◆ Identified or approved by the ◆ Meets criteria for acceptance to a Special Education Consultant Special Education Consultant Provincial School for Student with Learning Disabilities ◆ Average/above average ◆ Average/above average intellectual potential intellectual potential ◆ Moderate to severe delay, i.e., ◆ Mild to moderate delay, i.e., achievement in language and / achievement in language and/ or math well below potential or math below their potential ◆ Considerable difficulty focusing Support: on and completing academic ◆ Intensive residential program tasks Support: provided at a Provincial School ◆ Weak organizational and time ◆ Special Education Resource management skills Teacher and the Classroom Teacher work collaboratively to ◆ Difficulty learning and dealing develop IEP with information, particularly language-based information ◆ Program is delivered through differentiated classroom instruction and Support: may be supported through ◆ Special Education Resource augmentative technologies Teacher works collaboratively with the Classroom Teacher to develop the IEP ◆ Special Education Resource Teacher supports differentiated classroom instruction and may provide direct support for skill/learning strategy development ◆ May be supported through augmentative technologies
50 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: COMMUNICATION-LEARNING DISABILITY
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
14-21 Characteristics: Characteristics: Characteristics: Characteristics: ◆ Identified or approved by the ◆ Identified ◆ Identified ◆ Meets criteria for acceptance to Special Education Coordinator ◆ Average/above average ◆ Average/above average Provincial School for Students ◆ Average/above average intellectual potential intellectual potential with Learning Disabilities intellectual potential ◆ Moderate to severe delay, ◆ Moderate to severe delay, ◆ Mild to moderate delay i.e., achievement in language i.e., achievement in language achievement in language and/ and/or math well below their and/or math well below their or math below their potential potential potential Support: Support: Support: Support: ◆ Intensive residential program at a Provincial School ◆ Special Education Resource ◆ Special Education Resource ◆ Special Education Program Teacher manages in Teacher manages, in Leader, in collaboration with collaboration with the collaboration with the the Classroom Teachers, Classroom Teachers, Classroom Teachers, IEP development and IEP development and IEP development and implementation implementation implementation ◆ ISP combined with regular ◆ Program is delivered through ◆ Direct withdrawal support from class integration for skill classroom differentiated Special Education Resource development and credit classroom instruction/ Teacher for credit acquisition acquisition (learning strategy accommodations (learning strategy courses) courses) ◆ Program may be supported ◆ Program is delivered through ◆ Program is delivered through through augmentative classroom accommodations classroom accommodations technologies and/or curriculum ◆ Program is supported through modifications assistive technologies ◆ Program may be supported through augmentative technologies
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 51 CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-GIFTEDNESS
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
4-8 Characteristics: Individual consideration Not available Not available ◆ Significantly advanced level of general intellectual ability Characteristics: ◆ Significantly advanced level of Support: general intellectual ability ◆ Classroom teacher provides modifications and adaptations through differentiated Support: classroom curriculum ◆ Classroom Teacher provides modifications and adaptations through differentiated classroom curriculum
52 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-GIFTEDNESS
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
8-14 Characteristics: Individual consideration Not available Not available ◆ Significantly advanced level of general intellectual ability Characteristics: ◆ Significantly advanced level of Support: general intellectual ability ◆ Classroom Teacher provides modifications and adaptations through differentiated Support: classroom curriculum and ◆ Classroom Teacher provides community mentors modifications and adaptations through differentiated classroom curriculum
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 53 CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-GIFTEDNESS
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
14-21 Characteristics: Individual consideration Not available Not available ◆ Significantly advanced level of general intellectual ability Characteristics: ◆ Significantly advanced level of Support: general intellectual ability ◆ Classroom Teacher provides modifications and adaptations through differentiated Support: classroom curriculum and ◆ Classroom Teacher provides community mentors modifications and adaptations through differentiated classroom curriculum
54 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-MILD INTELLECTUAL DISABILITY
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH RESOURCE SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT WITHDRAWAL
4-8 Characteristics: Characteristics: Not available Not available ◆ Identified or approved by the ◆ Identified or approved by the Special Special Education Consultant Education Consultant ◆ No delays in adaptive ◆ No delays in adaptive functioning and/or functioning and/or academic academic skills skills ◆ Difficulty learning and understanding new ◆ Difficulty learning and concepts understanding new concepts ◆ Able to meet some curriculum ◆ Able to meet some curriculum expectations expectations ◆ Potential for academic learning, social ◆ Potential for academic adjustment and economic self-support learning, social adjustment and ◆ Cognitive abilities fall within the 55 to 70 economic self-support range: academic and social skills > 70 to 75 range Support: Support: ◆ Special Education Resource ◆ Special Education Resource Teacher Teacher works collaboratively collaboratively works with the Classroom with the Classroom Teacher to Teacher to develop the IEP develop IEP ◆ Special Education Resource Teacher ◆ Differentiated classroom supports differentiated classroom instruction instruction and may provide direct support for skill development ◆ Intensive support may be necessary ◆ Classroom teacher delivers program through accommodations and /or curriculum modifications
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 55 CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-MILD INTELLECTUAL DISABILITY
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH RESOURCE SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT WITHDRAWAL
8-14 Characteristics: Characteristics: Characteristics: Not available ◆ Identified or approved by the ◆ Identified or approved by the Special ◆ Identified Special Education Consultant Education Consultant ◆ Delays in adaptive functioning ◆ No delays in adaptive ◆ No delays in adaptive functioning and/or academic skills functioning and/or academic and/or academic skills ◆ Difficulty learning and skills ◆ Difficulty learning and understanding understanding new concepts ◆ Difficulty learning and new concepts ◆ Able to meet some curriculum understanding new concepts ◆ Able to meet some curriculum expectations with support ◆ Able to meet some curriculum expectations ◆ Potential for academic expectations ◆ Potential for academic learning, learning, social adjustment and ◆ Potential for academic social adjustment and economic self- economic self-support learning, social adjustment and support ◆ Cognitive abilities fall within economic self-support ◆ Cognitive abilities fall within the 55 to the 55 to 70 range ◆ Cognitive abilities fall within 70 range: academic and social skills > ◆ Academic and social skills > 70 the 55 to 70 range: academic 70 to 75 to 75 and social skills > 70 to 75 Support: ◆ Special Education Resource Teacher Support: collaboratively works with the Classroom Teacher to develop the IEP Support: ◆ Special Education Resource Teacher works collaboratively ◆ Special Education Teacher supports ◆ ISP with the Classroom Teacher to differentiated classroom instruction ◆ Alternative curriculum develop IEP and may provide direct support for skill development ◆ Integration opportunities into the regular classroom ◆ Intensive support may be necessary ◆ Classroom Teacher delivers program through accommodations and /or curriculum modifications
56 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-MILD INTELLECTUAL DISABILITY
AGE RANGE REGULAR CLASS WITH RESOURCE REGULAR CLASS WITH RESOURCE SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL SUPPORT WITHDRAWAL
14-21 Individual consideration Characteristics: Characteristics: Not available ◆ Identified ◆ Identified Characteristics: ◆ no delays in adaptive functioning and/ ◆ delays in adaptive or academic skills functioning and/or ◆ Identified ◆ difficulty learning and understanding academic skills ◆ no delays in adaptive functioning and/ new concepts ◆ difficulty learning and or academic skills ◆ able to meet some curriculum understanding new ◆ difficulty learning and understanding expectations concepts new concepts ◆ potential for academic learning, social ◆ able to meet some ◆ able to meet some curriculum adjustment and economic self-support curriculum expectations expectations with support ◆ cognitive abilities fall within the 55 to 70 ◆ potential for academic learning, social range: academic and social skills > 70 to ◆ potential for academic adjustment and economic self-support 75 learning, social adjustment ◆ cognitive abilities fall within the 55 to and economic self-support 70 range: academic and social skills > ◆ cognitive abilities fall 70 to 75 Support: within the 55 to 70 range ◆ Special Education Resource Teacher ◆ academic and social skills > manages, in collaboration with the 70 to 75 Support: Classroom Teachers, IEP development/ ◆ Special Education Resource Teacher implementation manages in collaboration with the ◆ Direct withdrawal support from Special Support: Classroom Teachers, IEP development Education Resource Teacher for credit ◆ ISP and implementation acquisition (learning strategy courses) ◆ Alternative curriculum ◆ Locally Developed Credit Courses ◆ Locally Developed Credit Courses ◆ Integration opportunities ◆ Program is delivered through ◆ Program is delivered through classroom into Locally Developed classroom differentiated instruction/ accommodations Credit Courses accommodations ◆ Program may be supported through ◆ Program may be supported through augmentative technologies augmentative technologies
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 57 CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-DEVELOPMENTAL DISABILITY
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH RESOURCE SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT WITHDRAWAL
4-8 Individual Consideration Characteristics: Individual consideration Not available ◆ Identified ◆ Mild to severe level of developmental Characteristics: disability ◆ Complex multiple needs ◆ Delays in adaptive functioning ◆ Extreme difficulty with social ◆ Abilities and skills fall within the 40 to interaction and adaptive 55 range functioning ◆ Difficulties with impulse control, social interaction, some independent living skills Support: ◆ Limited means of communication ◆ Gatchell School (Sensory stimulation/care)
Support: Exceptional circumstances ◆ Special Education Resource Teacher works collaboratively with the may be presented to Classroom Teacher to develop IEP the Superintendent for consideration of placement ◆ Intensive support is necessary ◆ Classroom Teacher delivers a uniquely designed program through accommodations and curriculum modifications ◆ Special Education Resource Teacher support differentiated instruction in the classroom and provides direct support in skill development ◆ Speech and language program developed by a Speech/ Language Pathologist and delivered by a Communicative Disorders Assistant
58 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-DEVELOPMENTAL DISABILITY
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
8-14 Individual consideration Individual consideration Characteristics: Characteristics: ◆ Identified ◆ Identified ◆ Mild to severe range of ◆ Severe to profound level of developmental disability general intellectual disability ◆ Delays in adaptive functioning ◆ Delays in adaptive functioning ◆ Difficulty understanding new ◆ Abilities fall within the 25 to 40 concepts and consolidating range or lower most skills at a basic level ◆ Great difficulty with impulse ◆ Limited potential for accredited control and behaviour academic learning management, communication, ◆ Below 70 in cognitive and social interactions and daily living adaptive skills skills ◆ Working exclusively on IEP goals Limited potential for academic Support: learning, social adjustment and ◆ ISP economic self-support ◆ Alternative curriculum ◆ Below 36 in cognitive and adaptive skills
Support: ◆ Gatchell School (Sudbury)
Exceptional circumstances may be presented to the Superintendent for consideration of placement
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 59 CATEGORY OF EXCEPTIONALITY: INTELLECTUAL-DEVELOPMENTAL DISABILITY
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
14-21 Individual consideration Individual consideration Characteristics: Characteristics: ◆ Identified ◆ Identified ◆ Mild range of developmental ◆ Moderate to profound range of disability developmental disability ◆ Delays in adaptive functioning ◆ Delays in adaptive functioning ◆ Difficulty understanding new Abilities fall within the 25 to 40 concepts and consolidating range or lower most skills at a basic level ◆ Great difficulty with impulse ◆ Limited potential for accredited control and behaviour academic learning management, communication, social interactions and daily living skills Support: ◆ Working exclusively on IEP goals ◆ ISP ◆ Limited potential for academic ◆ EA support may be provided learning, social adjustment and economic self-support ◆ Alternative curriculum ◆ Below 55 in cognitive and adaptive skills
Support: ◆ Gatchell School (Sudbury)
60 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: PHYSICAL-PHYSICAL DISABILITY
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
4-8 Characteristics: Characteristics: Individual consideration Individual consideration ◆ Identified or approved by ◆ Identified Special Education Consultant ◆ Condition confirmed by ◆ Condition confirmed by qualified professional qualified professional ◆ May require assistance in ◆ May require assistance in achieving Ontario curriculum achieving Ontario curriculum expectations expectations ◆ May require some physical ◆ May require some physical accommodations and/or accommodations and/or assistive devices assistive devices
Support: Support: ◆ Special Education ◆ Special Education Resource Resource Teacher manages Teacher works with Classroom IEP development and Teacher to develop IEP implementation and provides ◆ May require EA support direct support as necessary ◆ May require EA support
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 61 CATEGORY OF EXCEPTIONALITY: PHYSICAL-PHYSICAL DISABILITY
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
8-14 Characteristics: Characteristics: Individual consideration Individual consideration ◆ Identified or approved by ◆ Identified Special Education Consultant ◆ Condition confirmed by ◆ Condition confirmed by qualified professional qualified professional ◆ May require assistance in ◆ Can achieve many or all achieving Ontario curriculum curriculum expectations expectations ◆ May require some physical ◆ May require some physical accommodations and/or accommodations and/or assistive devices assistive devices
Support: Support: ◆ May require EA support ◆ Special Education Resource ◆ Special Education Resource Teacher works with Classroom Teacher works with Classroom Teacher and EA to develop IEP Teacher to develop IEP ◆ Direct support for technology assistance
62 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: PHYSICAL-PHYSICAL DISABILITY
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
14-21 Characteristics: Characteristics: Individual consideration Individual consideration ◆ Identified or approved by ◆ Identified Special Education Coordinator ◆ Condition confirmed by Condition confirmed by qualified professional qualified professional ◆ May require assistance in ◆ Can achieve many or all achieving Ontario curriculum curriculum expectations expectations ◆ May require some physical ◆ May require some physical accommodations and/or accommodations and/or assistive devices assistive devices
Support: Support: ◆ Special Education Resource ◆ Special Education Resource Teacher works with Classroom Teacher works with Guidance Teacher to develop IEP Teacher to design course load ◆ Adaptations/modifications ◆ Training with assistive devices ◆ EA support may be provided ◆ EA support may be provided
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 63 CATEGORY OF EXCEPTIONALITY: PHYSICAL-BLIND & LOW VISION
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH RESOURCE SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT WITHDRAWAL
4-8 Characteristics: Characteristics: Not available Characteristics: ◆ Low vision ◆ Low vision ◆ Legally blind ◆ Blind but not requiring Braille ◆ Blind but not requiring Braille ◆ Learning Braille ◆ Has met the criteria for acceptance at W. Ross Support: Support: MacDonald School ◆ Special Education Resource ◆ Special Education Consultant works with (Brantford) Teacher works with Classroom Special Education Resource Teacher Teacher to develop IEP to develop IEP including specialized ◆ Special Education Consultant equipment and direct support. Support: may arrange assessment and ◆ Special Education Consultant may arrange ◆ Intensive residential programming support through assessment and programming support program at W. Ross W. Ross MacDonald School through W. Ross MacDonald School. MacDonald School ◆ May require EA support OR Regular class for the Blind with Braille instruction
Characteristics: ◆ Legally blind ◆ Learning Braille
Support: ◆ Itinerant Teacher of the Blind (up to 50% of the day) provides direct support for Braille ◆ Itinerant Teacher of the Blind works with the Classroom Teacher to develop IEP ◆ May require EA support and/or orientation and mobility training
64 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: PHYSICAL-BLIND & LOW VISION
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH RESOURCE SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT WITHDRAWAL
8-14 Characteristics: Characteristics: Not available Characteristics: ◆ Low vision ◆ Low vision ◆ Legally blind ◆ Blind but not requiring Braille ◆ Blind but not requiring Braille ◆ Learning Braille ◆ Has met the criteria for acceptance at W. Ross Support: Support: MacDonald School ◆ Special Education Resource ◆ Special Education Consultant works with (Brantford) Teacher works with Classroom Special Education Resource Teacher Teacher to develop IEP to develop IEP including specialized ◆ Special Education Consultant equipment and direct support Support: may arrange assessment and ◆ Special Education Consultant may arrange ◆ Intensive residential programming support through assessment and programming support program at W. Ross W. Ross MacDonald School through W. Ross MacDonald School OR MacDonald School for the regular class with Braille instruction Blind
Characteristics: ◆ Legally blind ◆ Learning Braille
Support: ◆ Itinerant Teacher of the Blind (up to 50% of the day) provides direct support for Braille ◆ Itinerant Teacher of the Blind works with the classroom teacher to develop IEP ◆ May require EA support and/or orientation and mobility training
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 65 CATEGORY OF EXCEPTIONALITY: PHYSICAL-BLIND & LOW VISION
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH RESOURCE SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT WITHDRAWAL
14-21 Characteristics: Characteristics: Not available Characteristics: ◆ Low vision ◆ Low vision ◆ Legally blind ◆ Blind but not requiring Braille ◆ Blind but not requiring Braille ◆ Learning Braille ◆ Has met the criteria for acceptance at W. Ross Support: Support: MacDonald School ◆ Special Education Resource ◆ Consultant works with Special (Brantford) Teacher works with classroom Education Resource Teacher to develop teacher to develop IEP IEP including specialized equipment ◆ Consultant may arrange and direct support Support: assessment and programming ◆ Consultant may arrange assessment ◆ Intensive residential program support through W. Ross and programming support through at W. Ross MacDonald School MacDonald School W. Ross MacDonald School OR regular for the Blind class with Braille instruction
Characteristics: ◆ Legally blind ◆ Learning Braille
Support: ◆ Specialist Teacher of the blind provides direct support for Braille ◆ Specialist Teacher of the blind works with the classroom teacher to develop IEP
66 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: MULTIPLE
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH RESOURCE SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT WITHDRAWAL
4-8 Individual consideration Characteristics: Characteristics: Characteristics: ◆ Identified ◆ Identified ◆ Identified ◆ Mild to moderate developmental ◆ Moderate to severe ◆ Severe to profound disability developmental disability developmental disability ◆ Identified - Moderate to severe ◆ Complex multiple needs ◆ Complex multiple needs physical/health disability ◆ Extreme difficulty with social ◆ Extreme difficulty with social ◆ May require some physical interaction and adaptive interaction and adaptive accommodations and/or assistive functioning functioning devices ◆ Chronic health needs ◆ Chronic health needs compounded by significant compounded by significant intellectual delays and the intellectual delays and the Support: need for positioning, changing, need for positioning, changing, ◆ Special Education Resource Teacher suctioning, drainage or other suctioning, drainage or other works collaboratively with the support support classroom teacher to develop IEP ◆ EA support Support: Support: ◆ Classroom teacher delivers a uniquely designed program/ alternative ◆ ISP Teacher provides extensive ◆ ISP Teacher provides extensive expectations through accommodations modifications in order to access modifications needed in order and curriculum modifications curriculum to access curriculum ◆ Special Education Resource Teacher ◆ EA support ◆ Gatchell School (Sudbury) supports differentiated instruction ◆ ISP Alternative curriculum in the classroom and provides direct ◆ Alternative curriculum support in skill development ◆ May have the consultation services of a Speech and Language Pathologist and direct services of a Communication Disorders Assistant
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 67 CATEGORY OF EXCEPTIONALITY: MULTIPLE
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
8-14 Individual consideration Individual consideration Characteristics: Characteristics: - placement not generally - placement not generally ◆ Identified ◆ Identified recommended recommended ◆ Mild/moderate to severe level ◆ Severe to profound level of of general intellectual disability general intellectual disability ◆ Working exclusively on IEP ◆ Working exclusively on IEP goals goals ◆ Limited potential for academic ◆ Limited potential for academic learning, social adjustment and learning, social adjustment and economic self support economic self support ◆ Chronic health needs with the ◆ Chronic health needs with the need for positioning, changing, need for positioning, changing, suctioning, drainage or other suctioning, drainage or other support support
Support: Support: ◆ Extensive modifications and ◆ Extensive modifications or accommodations needed in needed in order to access any order to access any curriculum curriculum ◆ Gatchell School (Sudbury) ◆ ISP Alternative curriculum ◆ Alternative curriculum
68 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 CATEGORY OF EXCEPTIONALITY: MULTIPLE
AGE RANGE REGULAR CLASS WITH REGULAR CLASS WITH SELF-CONTAINED CLASS SELF-CONTAINED SCHOOL RESOURCE SUPPORT RESOURCE WITHDRAWAL
14-21 Individual consideration Individual consideration Characteristics: Characteristics: - placement not generally - placement not generally ◆ Identified ◆ Identified recommended recommended ◆ Mild developmental disability ◆ Moderate/severe to profound ◆ Working exclusively on IEP level of general intellectual goals disability ◆ Limited potential for academic ◆ Working exclusively on IEP goals learning, social adjustment and ◆ Limited potential for academic economic self support learning, social adjustment and ◆ Chronic health needs with the economic self support need for positioning, changing, ◆ Chronic health needs with the suctioning, drainage or other need for positioning, changing, support suctioning, drainage or other support
Support: ◆ Alternative curriculum and Support: extensive accommodations ◆ Alternative curriculum and needed in order to access any accommodations needed in curriculum order to access any curriculum ◆ ISP ◆ Gatchell School (Sudbury)
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 69 The Admission, Review, and Demission Committee of the Rainbow District School Board
Revised May 2014 by: Kathy Wachnuk David Squarzolo
70 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Responsibilities of the Admission, Review and Demission (ARD) Committee All schools and programs within the Rainbow District School Board work with the ARD Committee as required. The ARD Committee will meet in September, December, February, April, and June of the school year and can be convened at other times, as needed. The responsibilities of the Committee include: 1. To ensure equitable access for students in need of an Intensive Support Program (ISP) placement in their local area of schools 2. To ensure that the placement in an ISP is appropriate by considering: ◆ The placement is suitable according to the student’s assessed/identified needs ◆ The community school has tried alternative programs and strategies to meet the student’s needs prior to applying for an ISP placement 3. To review the goals for the student’s placement 4. To recommend a student for a specific ISP 5. To make placement recommendations to an Identification Placement and Review Committee (IPRC) 6. To maintain updated class lists of the students in each ISP and their locations 7. To make recommendations for extending the stay in an ISP, transfer from one program to another or the demission of a student from that program 8. To provide recommendations to the Superintendent of Special Education for system planning of ISPs 9. To receive and consider requests for additional Educational Assistant (EA) staffing from individual school principals for their schools in consultation with the Superintendent of Special Education
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 71 Composition of the Admission, Review, and Demission Committee The ARD Committee consists of the Principal of Special Education Programs and Services (Chair), the Special Education Consultants/Coordinators, and representation from Principals and other Central Staff members in the Board.
Responsibility of the Principal of Special Education Programs and Services 1. To receive the names of students from school Principals and/or the Special Education Consultants/Coordinators to be presented to the Committee for admission, review, and demission from an ISP 2. To receive ARD case presentation materials and distribute same to Committee members 3. To retain one copy of ARD presentation materials and establish a file for each student presented 4. To notify the Superintendent of Special Education, School Principals and Special Education Consultants/Coordinators of the ARD Committee recommendations 5. To ensure that class lists for all ISPs are updated 6. To ensure that all students recommended for an ISP in any one local area have the same levels of needs for such a program setting across each of the nine local areas comprising the Rainbow District School Board 7. To communicate with individual school principals the outcome of individual requests made to the ARD Committee for additional EA staffing 8. To support the ARD Committee and oversee its proceedings 9. To manage and coordinate the activities of the Central Staff in their responsibilities and services to the ARD Committee
72 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Responsibilities of the Special Education Consultant/ Coordinator to the ARD Committee 1. To forward to the Principal of Special Education the names of all students to be presented for ARD at least five days prior to the date of presentation 2. To ensure that the ARD case presentation materials are complete and include information prepared by the In-school Team and/or the ISP Teacher and that the goals for placement have been well defined. The Special Education Resource Teacher in each school will supervise the collection of these data 3. To represent School Staff in providing a presentation of individual students to the ARD Committee 4. To complete appropriate file notes regarding the ARD Committee presentation and IPRC 5. To maintain accurate enrolment lists and statistics of students in ISPs and advise the Principal of Special Education of program and service needs in local areas
Additional Responsibilities Review of ISP Placement 1. To coordinate dates and times between Psychology Staff, Consultant, and School Staff to review students and their progress in ISPs in that Local Area 2. To review with Psychology Staff and ISP Teachers the program and placement for each student in the ISP and make appropriate recommendations Demissions / Transfers 1. To coordinate and initiate a plan of action to allow a smooth transition from ISP to regular class, or from one ISP to another within the Board 2. To arrange an IPRC meeting at the receiving school
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 73 Responsibility of the Identification, Placement and Review Committee (IPRC) 1. To act upon the ARD Committee recommendations 2. To formally present the ARD Committee recommendations to the parents of the child being placed in the ISP 3. To follow the IPRC procedures which have been established in Regulation 181/98 4. To notify the Superintendent of Special Education of the IPRC 5. To ensure that information sharing takes place between the sending school staff and the receiving school staff Procedures: ◆ Receiving school Principal is to make transportation arrangements for the student for the ISP ◆ Information sharing is to be scheduled prior to the arrival of the student IPRC Procedures 1. Special Education Resource Teachers in the sending schools (student’s home school) are to send and receive the SE-03 (Invitation to IPRC) to Parents/Guardians. Ensure that all information on the SE-03 is complete. 2. SE-04 (IPRC Form) to be prepared by the Special Education Resource Teacher in the sending school. This includes personal data (top part of SE-04), Identification, Placement, student strengths and needs statements. 3. Information to be submitted to the IPRC includes: ◆ IEP created by the sending Classroom Teacher and Special Education Resource Teacher to try to meet the student’s needs prior to the determination that an ISP was deemed beneficial ◆ SE-03 ◆ SE-04 ◆ Copy of ARD presentation material ◆ OSR ◆ Any specialized assessments 3. Attendance: ◆ IPRC members ◆ Sending school designate ◆ Receiving school designate > as the specific student’s needs require ◆ Parents / Guardians
*Note Prior to the IPRC the Special Education Resource Teacher of the sending school will contact the ISP Teacher in the receiving school to share information and prepare the needs statements.
74 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 4. The IPRC will be convened by the Special Education Consultant/Coordinator at a time convenient for parents/guardians and school staff. 5. Transfers from one ISP to another, or demission from an ISP to a regular class program will take place through a subsequent IPRC at the receiving school.
Process for Demission from an Intensive Support Program STEP 1 In-School Team Discussion/Review ◆ Decision made to present for demission ◆ In-School team shares information, IEP and plan with Special Education Consultant/ Coordinator ◆ Parents contacted by ISP Teacher
STEP 2 Principals Communicate ◆ Sending Principal informs Special Education Consultant/Coordinator ◆ Sending Principal contacts receiving Principal ◆ Information shared
STEP 3 Development of Integration Plan ◆ Principals discuss and determine the specific: - start-up date - time of day best suited for the integration - amount of integration deemed appropriate - review date ◆ Principals share information with their appropriate school staff ◆ Special Education Consultants/Coordinators facilitate and assist process
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 75 STEP 4 Evaluation ◆ Case conference held with appropriate sending school staff and appropriate receiving school staff ◆ Review and evaluation of integration process to date - Modifications to process elaborated as required - Possible demission date determined by the ARD Committee
STEP 5 ARD Committee ◆ Special Education Consultant/Coordinator present child to the ARD Committee ◆ ARD Committee communicates their decision
STEP 6 IPRC ◆ Special Education Consultant/Coordinator from the receiving school facilitates IPRC processes ◆ Receiving school invites parents and appropriate staff from sending school to IPRC
76 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 8 Section 9
Individual Education Plans (IEPs) Individual Education Plans (IEPs) On December 2, 1980, Ontario passed the Education Amendment Act or Bill 82 into law. This legislation mandated that Boards implement special education programs and services for students who require them. A key requirement of Bill 82 was the development of an Individual Education Plan (IEP). The following are some of the highlights of the Ministry of Education document “The Individual Education Plan (IEP): A Resource Guide (2004)”. The original document can be viewed at: http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/index.html
◆ The IEP is a written plan describing the special education program/and or services required by a particular student, based on a thorough assessment of the student’s strengths and needs – that is, the strengths and needs that affect the student’s ability to learn and demonstrate learning ◆ The IEP is a record of the particular accommodations needed to help the student achieve his or her learning expectations, given the student’s identified learning strengths and needs ◆ The IEP is a working document that identifies learning expectations that are modified from the expectations for the age-appropriate grade level in a particular subject or course, as outlined in the Ministry of Education curriculum policy documents ◆ The IEP is a working document that identifies alternative expectations, if required in program areas not represented in Ontario Curriculum ◆ The IEP is a record of the specific knowledge and skills to be assessed and evaluated for the purpose of reporting student achievement and modified and/or alternative expectations ◆ The IEP is an accountability tool for the student, the student’s parents, and everyone who has responsibilities under the plan for helping the student meet the stated goals and learning expectations as the student progresses through the Ontario curriculum. Likewise, the IEP is NOT: ◆ A description of everything that will be taught to the student ◆ A list of all the teaching strategies used in regular classroom instruction ◆ A document that records all learning expectations, including those that are not modified from the regular grade level curriculum expectations ◆ A daily lesson plan.
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 1 What information is found in the IEP? ◆ The strengths and needs that relate to the student’s learning ◆ Relevant assessment data ◆ Specialized health support services ◆ List of all subjects/courses that require accommodations, modifications, and/or alternative learning expectations ◆ List of the accommodations that the student requires to help him or her learn and demonstrate learning ◆ The student’s current level of achievement in each modified subject or course and/or alternative program area ◆ Annual program goals and learning expectations cited in measurable performance task language for each reporting period in each subject or course in which modified expectations are required and/or in each alternative program area ◆ A transition plan, as required. The IEP will be developed during the first 30 school days. Parents are encouraged to contact their child’s teacher, or the Principal, with questions, concerns or comments at any time during the school year. Parental Involvement with IEP Development, Implementation and Review Parental involvement begins in the early stages and continues throughout the planning and review process. Regulation 181/98 ensures parental consultation in the development of the IEP. Where the student is 16 years of age or older, the Principal shall consult with the student. Regulation 181/98 also ensures that a copy of the IEP is sent to the parent (and student where the student is 16 years of age or older) within 30 days of a student’s placement in a special education program. In addition to complying with the requirements of Regulation 181/98, the Rainbow District School Board makes every attempt to build trust through active and meaningful parental participation. Within this context, the IEP becomes a communication tool to ensure clear understanding of the student’s: ◆ Strengths ◆ Teaching Strategies and Accommodations ◆ Needs ◆ Assessment Methods ◆ Current Level of Achievement ◆ Methods of Evaluation and Reporting ◆ Annual Program Goals ◆ Transition Plan ◆ Learning Expectations The parent and the student, if the student is 16 years of age or older, must be asked to sign the IEP and the Parent/Student Consultation.
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 Dispute Resolution Achieving and maintaining a positive school climate requires teamwork on the part of educators, parents and students. Through ongoing communication, the IEP process enables and encourages authentic collaboration amongst the team members. Effective communication provides a foundation for preventing and resolving conflicts in a friendly and informal manner. When a conflict arises about a student’s special education program or services, the Classroom Teacher should be the first person that parents contact. The Special Education Resource Teacher (SERT) and Principal may become involved if the conflict is not immediately resolved. Where differences between parental wishes and staff recommendations remain unresolved, the Itinerant Teacher for ASD/IEP or the Special Education Consultant/Coordinator may respond to facilitate a mutually acceptable resolution. A suggested protocol for informal dispute resolution can be found in the Ministry’s document, “Shared Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and Services for Students with Special Education Needs (2007)” and can be viewed using the following link: http://www.edu.gov.on.ca/eng/general/elemsec/speced/shared.html
Reporting to Parents The following is intended to clarify the procedure for reporting to parents when a student has an IEP: ◆ The IEP box WILL NOT checked off on the Provincial Report Card for a student who is accommodated only (he/she is working at grade level). No reference to General Accommodations will be made in the comment section of the report card. ◆ The IEP box WILL BE checked off on the Provincial Report Card if the student is working on a modified curriculum (he/she is not working at grade level). The grade level the student is working at will be clearly indicated on the IEP but not the report card. The following is a sample report card statement. “John’s (student’s name) achievement for Reading is based upon Ontario Curriculum expectations that have been modified form the regular grade level. Please see his IEP fore th specifics” ◆ A student who is working on Alternative Curriculum will not have a grade level indicated on either the report card or the IEP since the learning expectations are not based on grades. An example of Alternative Curriculum skills might be areas such as social skills, communication skills, and life skills.
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 3 Individual Education Plan For
Reason for the development of the IEP Blank has not been identified as an exceptional pupil by an Identification, Placement and Review Committee (IPRC) but has been deemed by the board to require special education programs. Blank’s learning expectations are modified to the expectations set out for his grade level or course in the Ontario Curriculum.
STUDENT NAME: ______O.E.N.: ______
SCHOOL: ______PRINCIPAL: ______
DATE OF BIRTH: ______PRESENT GRADE: ______dd/mmm/yyyy
SCHOOL YEAR: ______
START DATE: ______CURRENT IEP: ______dd/mmm/yyyy
IEP DEVELOP BY: ______
SUBJECTS, COURSES, OR SKILL AREAS TO WHICH THIS IEP APPLIES
(AC Accommodated only MOD Modified ALT Alternative) c AC c MOD c ALT c AC c MOD c ALT c AC c MOD c ALT
HEALTH SUPPORT SERVICES
Specialized health support services c Yes c No
ASSESSMENT DATA
Assessment Type Source Date Result
EXEMPTIONS OR SUBSTITUTIONS
Elementary program exemptions:
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4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 Individual Education Plan For
STRENGTHS AND NEEDS
Areas of Strength Areas of Need
GENERAL ACCOMMODATIONS Accommodations are assumed to be the same for all subjects, unless otherwise indicated
Instructional Environmental Assessment
MODIFIED TEACHER:
CURRENT LEVEL OF ACHIEVEMENT AS OF ______LETTER GRADE / MARK: ______CURRICULUM GRADE LEVEL: ______ANNUAL PROGRAM GOALS:
TERM 1
Learning Expectations Teaching Strategies Assessment Methods
TERM 2
Learning Expectations Teaching Strategies Assessment Methods
ACCOMMODATIONS FOR TEACHING SPECIFIC TO THIS PROGRAM:
Page 2 of 4
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 5 Individual Education Plan For
ALTERNATIVE TEACHER:
CURRENT LEVEL OF ACHIEVEMENT ______ANNUAL PROGRAM GOALS:
TERM 1
Learning Expectations Teaching Strategies Assessment Methods
TERM 2
Learning Expectations Teaching Strategies Assessment Methods
ACCOMMODATIONS FOR TEACHING SPECIFIC TO THIS PROGRAM:
HUMAN RESOURCES (teaching/nonteaching)
Service / Frequency or Intensity Provided by / Initiation Date and Location
Individualized Equipment
EVALUATION AND REPORTING
Reporting Dates Reporting Format
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6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 Individual Education Plan For
PROVINCIAL EXEMPTIONS
This is a provincial assessment year c Yes c No Exemptions from provincial assessments c Yes c No Accommodations for provincial assessments c Yes c No
TRANSITION PLAN
Goal(s)
Action Responsibility Timeline
SUMMARY OF INFORMATION SOURCES
LOG OF PARENT/STUDENT CONSULTATION
Date Contact / Outcome
An IEP reflects the school board’s and the principal’s commitment to provide the special education program and services, within the resources available to the board, needed to meet the identified strengths and needs of the student. The principal is responsible for ensuring compliance with all of the requirements of the standards for the development and implementation of students’ IEPs including a review at least once every reporting period.
Approved:
______Principal Date
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Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 7 Parent IEP Checklist This chart has been developed to help you review the different sections of your child’s IEP. It may be helpful to look at your child’s most recent Report Card or the IPRC statement if your child has been through the Identification Placement Review Committee process. If you can’t check off all of these statements, or have questions or comments, please contact your child’s classroom teacher.
√ Questions to Ask Comments
The reason my child has an IEP is clear.
My child’s identification and placement are listed correctly. The IEP contains all relevant and current assessment data and medical data (some of which I may have provided). My child’s areas of strength provide a clear picture of him/her as a learner. My child’s areas of need are skill based and clearly linked to the assessment data. Any health needs that my child has that must be addressed in school in order for him/her to attend school are listed under “Health Support Services” Accommodations or modifications are specific and appropriate for my child. Subjects/courses/skill areas to which the IEP applies are listed. The Human Resources section shows the people supporting my child’s learning in addition to the classroom teacher(s). There is a clear link between my child’s IEP and Report Card. Annual program goals for my child are observable and measureable. The IEP reflects input from my child’s teacher(s) and any other appropriate professionals. My feedback on the IEP is documented in the Consultation Log. The IEP is written in language I understand. I feel comfortable asking the Principal and Teachers for clarification, if needed. The Principal has signed the IEP signifying his/her responsibility for its content, implementation and review. I have completed, signed and returned the Comment form.
8 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 Pathways for Exceptional Students to Secondary School (PES)
TIME WHAT PROCEDURES WHO INITIATES
September of Grade Planning and Discussion of ◆ The IEP will be Elementary SERT with 8 year Grade 8 Identified Students developed to include a input from Classroom with Special Education transition plan Teacher, Special Consultant ◆ Determine if the Education Consultant, student requires an Parent, and Principal updated assessment
October Dissemination of ◆ Parents are given Elementary SERT with Secondary School “Keys to Unlocking Principal’s input Information the Mysteries of Secondary School for Exceptional Students” and brochure outlining catchment areas and magnet schools.
November “Finding Your Way from ◆ Interactive information Classroom Teacher will Grade 8 to Grade 9” session designed distribute information evening at Cambrian to help students to students and their College make key decisions families in the transition from elementary to secondary school
November Parent-Teacher Interviews ◆ Discussion of the Classroom Teacher and different secondary Elementary SERT with course levels and Principal’s input pathways. The potential for a resource period will be included in the interview.
November Initial Transition Visits to ◆ Special Education Elementary SERT with to January Secondary Schools for Program Leader and Principal’s input Students with Special Elementary SERT will Needs coordinate visits
December / January Secondary Schools Visit ◆ Discussion of various Secondary school staff Elementary Schools options at the different with Principal’s input secondary schools for regular programs
January / February Open Houses ◆ Parents and students Secondary school staff visit the open houses with Principal’s input offered at the various secondary schools
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 9 February Option Sheets and ◆ Grade 8 students Elementary SERT with Registration Forms will fill in all required Principal’s input paperwork for admission to secondary school ◆ The Elementary SERT will collect and review option sheets with the exceptional student and parent prior to submitting the option sheets
April to May Grade 8 Student Transition ◆ Classroom Teacher Principal of Special Form will complete a Grade Education Programs & 8 Student Transition Services and Principal Form for each student, of Student Success in consultation with the SERT and/ or Student Success Teacher
April to June IPRC ◆ Elementary SERT will Special Education contact the secondary Coordinator school to inform them of the number of students requiring IPRC meetings ◆ IPRC meetings with staff, parents, and the student will occur at the secondary school
June SEA Equipment ◆ School-based Elementary staff contact inventories are the Special Education completed and any Coordinator with specialized equipment Principal’s input will be moved to the new location effective September
Last week of August Secondary School ◆ Orientation for all Secondary school staff Orientation students entering with Principal’s input secondary school
September IEP ◆ IEPs will be transferred Secondary school of Grade 9 to the secondary special education staff school will request the IEP electronically with Principal’s input
10 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 Pathways for Exceptional Students to Secondary School: Intensive Support Programs (ISP)
TIME WHAT PROCEDURES WHO INITIATES
September Planning and Discussion of ◆ The IEP will be Elementary ISP Teacher of Grade 8 year Grade 8 Identified Students developed to include with input from the with Special Education a transition plan Special Education Consultant ◆ Determine if the Consultant, Parent student requires an and Principal updated assessment
November Parent-Teacher Interviews ◆ Discussion of the Elementary ISP Teacher different self- with Principal’s input contained ISP secondary school programs will be included in the interview as well as the catchment area ◆ Pathways brochure will be given to parents
November Visits to ISP at ◆ Special Education Elementary ISP Teacher to January Secondary Schools Program Leader and Secondary Special and Elementary Education Program ISP Teacher will Leader with Principal’s coordinate visits or input tour for parents and students
January / February Open Houses ◆ Parents and students Secondary school staff visit the open houses with Principal’s input offered at the various secondary schools ◆ The Special Education Program Leader from the secondary school will be present to discuss programming options for exceptional students
December / Admissions, Review, ◆ Student names will ARD Committee February and Demissions (ARD) be presented to the Committee ARD Committee for approval to attend secondary ISP placements
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 11 January to April Grade 8 ISP Student ◆ Elementary ISP K-12 Special Education Transition Form Teacher completes a Coordinator Grade 8 ISP Student Transition Form, in consultation with Elementary SERT and K-12 Special Education Coordinator. ◆ Special Education Coordinator will visit the classroom to observe student and make recommendations for secondary placement.
March to June Secondary School Visits ◆ Based on student Elementary ISP Teacher needs, visits may be arranged to allow the students to develop familiarity with their secondary school placement
April to June IPRC ◆ Elementary SERT Special Education will contact the Coordinator secondary school to inform them of the number of students requiring IPRC meetings ◆ IPRC meetings with staff, parents, and the student will occur at the secondary school
June SEA Equipment ◆ School-based Elementary staff contact inventories are the Special Education completed and Coordinator with any specialized Principal’s input equipment will be moved to the new location effective September
Last week of August Secondary School ◆ Orientation for all Secondary school staff Orientation students entering with Principal’s input secondary school
September IEP ◆ IEPs will be Secondary school of Grade 9 transferred to the special education staff secondary school will request the IEP electronically with Principal’s input
12 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 Transition Age Youth (TAY) The Ministry of Children and Youth Services (MCYS), the Ministry of Community and Social Services (MCSS) and the Ministry of Education (EDU) collaborated together to establish processes that support integrated transition planning leading to a single integrated transition plan for young people with a developmental disability who are preparing to transition to adulthood. A draft MCYS/MCSS Provincial Transition Planning Framework was introduced in 2011 to improve transition planning support to young people with developmental disabilities who are preparing to transition to adulthood. Regional protocols were developed by MCYS/MCSS regional offices to guide local transition planning for young people with developmental disabilities in 2012. On January 31, 2013 MCYS, MCSS and EDU issued a joint memo providing updated tri-ministry direction on integrated transition planning for young people with developmental disabilities. Through integrated TAY planning processes, young people with developmental disabilities will have a single transition plan that will inform educational planning, help the young person transition from secondary school and child-centred services to adulthood, and help to prepare parents or guardians and other family members for changes. To this end, regional protocols, one for each regional service area, guide transition planning. These protocols describe how transition planning occurs in each community and identify who is responsible for planning, developing and implementing individual transition plans. The policy directions that support the TAY protocol initiative and the protocol design guidance are set out in the Framework. The Framework is available from regional offices of the ministries of Children and Youth Services, Community and Social Services and Education, along with the Tri-Ministry Implementation Guide. Integrated transition planning is for young people (age 14 and older) who meet the definition of having a developmental disability under any of the EDU, MCSS and MCYS legislation frameworks or agency criteria and who reside within the Sudbury, Espanola, or Manitoulin areas. In the education sector, schools may consider the target population to include students identified in other exceptionality categories besides Developmental Disability who have similar needs in cognitive or adaptive functioning (e.g. Communication – Autism, Multiple and Intellectual Disabilities). Each of the three geographic areas has a central access point through CCN for children’s services funded through the Ministries of Children and Youth Services and Community and Social Services. An established intake and referral process will be followed when TAY are identified. An individual does not need to be receiving a funded service from the Ministry of Children and Youth Services or the Ministry of Community and Social Services in order to receive a transition plan.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 13 Due to the volume of young people and adults who are eligible to receive integrated transition planning, children’s lead agencies will prioritize integrated transition planning in the following order: ◆ Priority 1: adults who are age 18 and over who are currently receiving children’s residential services ◆ Priority 2: Young people who are between the ages of 14 and 17 who are currently receiving children’s residential services; ◆ Priority 3: Young people who are 14 and over who are receiving non-residential children’s services (respite, counselling and treatment, family support services, etc.). This protocol aligns with the Ministry of Education 2002 Transition Planning: A Resource Guide. The focus of this protocol is to provide young people with developmental disabilities with a planned and coordinated transition from childhood to adulthood. Integrated transition planning is for young people (age 14 and older) who meet the definition of having a developmental disability under any of the EDU, MCSS and MCYS legislation frameworks or agency criteria. In the education sector, schools may consider the target population to include students identified in other exceptionality categories besides Developmental Disability who have similar needs in cognitive or adaptive functioning (e.g. Communication – Autism, Multiple and Intellectual Disabilities). The purpose of this protocol is to describe the transition planning procedures that will be followed by the signatory agencies and provider organizations. To this end, the protocol identifies the service providers and agencies that lead transition planning or contribute to planning for transition, including those who will plan with the young person and his or her family to prepare for changes. This protocol comes into effect when a young person is identified for transition planning or when a young person requests transition planning support or a person acting on behalf of the young person requests transition planning support. Agencies and provider organizations that are party to this protocol agree to act in accordance with the guiding principles and to follow procedures set out in the protocol. Protocol signatories work closely with colleagues from other agencies to help prepare young people to leave children’s services, review adult service choices and, where appropriate, apply for adult services and supports. Signatories to the protocol may change over time, and any government-funded entity could agree to an assigned role and choose to be a signatory at any point. * Note: MCYS and MCSS have now amalgamated as the Ministry of Children, Community and Social Services.
14 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 9 15 Section 10
Provincial and Demonstration Schools in Ontario Background The Ministry of Education is responsible for the administration of four provincial and three demonstration schools for students who are Deaf, blind, deaf-blind, and/or students who are severely learning disabled. The Provincial Schools Branch oversees the policies and operation of these schools. Qualified teachers employed by the Provincial Schools Authority or seconded from District School Boards deliver the educational programs. Residential programs are offered at the schools Monday to Friday for students who live too far from school to travel daily. The Provincial Schools Branch is a branch of the Learning and Curriculum Division of the Ministry of Education and provides: ◆ Specialized schools, programs and residences for students who are Deaf, blind, deaf-blind or have a specific learning disability ◆ Teacher training and consultation services to English and French language District School Boards and School Authorities for students who are Deaf, blind, deaf-blind, or learning disabled ◆ Preschool services for children who are Deaf and/or deaf-blind and their families.
Provincial Schools for the Visually Impaired, Blind and Deaf-blind W. Ross Macdonald School in Brantford and Centre Jules-Léger in Ottawa provide education for students who are blind, visually impaired, or deaf-blind. The schools, which are provincial resource centres for the visually impaired and deaf-blind, provide: ◆ support to local school boards through consultation and the provision of special learning materials, such as Braille, large print, E-Text, CDs, and on audiotapes is housed in the school’s classrooms and library ◆ professional services and guidance to ministries of education on an interprovincial, cooperative basis. Programs are tailored to the needs of the individual student and: ◆ are designed to help these students learn to live independently in a nonsheltered environment ◆ are delivered by specially trained teachers ◆ follow the Ontario Curriculum developed for all students in the province ◆ offer a full range of courses at the secondary level ◆ offer courses in special subject areas such as music, broad-based technology, family studies, physical education, and mobility training ◆ are individualized to offer a comprehensive “life skills” program ◆ provide through home visiting for parents and families of preschool deaf-blind children to assist in preparing these children for future education.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 10 1 Provincial Schools for the Deaf/Hard of Hearing Ontario students who are Deaf and hard of hearing are referred by their local school boards for admission to the following provincial schools: ◆ Sir James Whitney School for the Deaf ◆ Ernest C. Drury Elementary School for the Deaf ◆ Robarts School for the Deaf ◆ Centre Jules-Léger The Provincial Schools Admission Committee in accordance with the requirements set out in Regulation 296 determines admittance to a Provincial School. These schools provide elementary and secondary school programs for deaf students from preschool level to high school graduation. These programs follow the Ontario curriculum and parallel courses and programs provided in school boards. Each student has his or her special needs met as set out in his or her Individual Education Plan (IEP). Schools for the deaf: ◆ provide rich and supportive bilingual/bicultural educational environments that facilitate students’ language acquisition, learning, and social development through American Sign Language (ASL) and English and through Langue des Signes Québécois (LSQ) and French ◆ operate primarily as day schools ◆ provide residential facilities five days per week for those students who do not live within reasonable commuting distance from the school. Each school has a Resource Services Department that provides: ◆ consultation and educational advice to parents of deaf and hard-of-hearing children and school board personnel ◆ information brochures ◆ a wide variety of workshops for parents, school boards, and other agencies ◆ an extensive home-visiting program delivered to parents of deaf and hard of hearing preschool children by teachers trained in preschool and deaf education.
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 10 Provincial Schools for Students with Learning Disabilities (Demonstration Schools) The Ministry of Education provides the services of four provincial Demonstration Schools for Ontario children with severe learning disabilities. ◆ Amethyst School ◆ Sagonaska School ◆ Trillium School ◆ Centre Jules-Léger Application for admission to a provincial Demonstration School is made on behalf of students by the school board, with parental consent. The Provincial Committee on Learning Disabilities (PCLD) determines whether a student is eligible for admission. Although the primary responsibility to provide appropriate educational programs for students with learning disabilities remains with school boards, the Ministry recognizes that some students require a residential school setting for a period of time. The Demonstration Schools were established to: ◆ provide special residential education programs for students between the ages of 5 and 21 years ◆ enhance the development of each student’s academic and social skills ◆ develop the abilities of the students enrolled to a level that will enable them to return to programs operated by a local school board within two years. In addition to providing residential schooling for students with severe learning disabilities, the provincial Demonstration Schools have special programs for students with severe learning disabilities in association with Attention Deficit Hyperactivity Disorder. These are highly intensive, one-year programs. An in-service teacher education program is provided at each Demonstration School. This program is designed to share methodologies and materials with teachers of Ontario school boards. Information about the programs offered can be obtained from the schools themselves.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 10 3 Provincial School Contacts Teachers may obtain additional information from the Resource Services departments of the Provincial Schools and the groups listed below:
PROVINCIAL SCHOOLS BRANCH (MINISTRY OF EDUCATION) Provincial Schools Branch 255 Ontario Street South Milton, ON L9T 2M5 Telephone: (905) 878-2851 Toll Free: (866) 906-1192 Fax: (905) 878-5405 TTY: (866) 906-1193
PROVINCIAL DEMONSTRATION SCHOOLS The Ministry of Education provides the services of four provincial Demonstration Schools for Ontario children with severe learning disabilities. Amethyst Demonstration School Centre Jules-Leger 1515 Cheapside Street 281 rue Lanark London, ON N5V 3N9 Ottawa, ON K1Z 6R8 Telephone: (519) 453-4400 Telephone: (613) 761-9300 Fax: (519) 453-2160 Fax: (613) 761-9301 TTY: (613) 761-9302 Sagonaska Demonstration School Trillium Demonstration School 350 Dundas Street West 347 Ontario Street South Belleville, ON K8P 1B2 Milton, ON L9T 3X9 Telephone: (613) 967-2830 Telephone: (905) 878-2851 Fax: (613) 967-2482 Fax: (905) 878-7540
SCHOOLS FOR THE DEAF Ernest C. Drury School for the Deaf The Robarts School for the Deaf 255 Ontario Street South 1515 Cheapside Street Milton, ON L9T 2M5 London, ON N5V 3N9 Telephone: (905) 878-2851 Telephone: (519) 453-4400 TTY: (905) 878-7195 TTY: (519) 453-4400 Sir James Whitney School for the Deaf 350 Dundas Street West Belleville, ON K8P 1B2 Telephone: (613) 967-2823 Toll Free: (800) 501-6240 TTY: (613) 967-2823
SCHOOL FOR THE BLIND AND DEAF-BLIND W. Ross Macdonald School for the Blind Centre Jules-Leger 350 Brant Avenue 281 rue Lanark Brantford, ON N3T 3J9 Ottawa, ON K1Z 6R8 Telephone: (519) 759-0730 Telephone: (613) 761-9300 Toll Free: (866) 618-9092 Fax: (613) 761-9301 Fax: (519) 759-4741 TTY: (613) 761-9302
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 10 Transportation The Provincial Schools Branch of the Ministry of Education will deliver transportation for residential students at English-language Provincial and Demonstration Schools, including students attending these programs from the Rainbow District School Board.
RDSB Students Attending Provincial and Demonstration Schools The Rainbow District School Board currently has no students attending Provincial and/or Demonstration schools in the 2020-2021 school year.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 10 5 Section 11
Special Education Staff Elementary Panel
FTEs FTEs FTEs SPECIAL EDUCATION STAFF STAFF QUALIFICATIONS 2018-19 2019-20 2020-21 1. Teachers of exceptional students
1.1 Teachers for resource-withdrawal 50.0 52.0 51.0 ◆ Special Education Part 1 programs (essential) ◆ Special Education Specialist (preferred) 1.2 Teachers for self-contained classes 29.5 30.5 29.5 ◆ Special Education Part 1 (essential) ◆ Special Education Specialist (preferred) 1.3 Teachers for Section 23 classes 6.5 7.5 6.0 ◆ Special Education Part 1 (essential) ◆ Special Education Specialist (preferred) 2. Other special education teachers 2.1 Itinerant teachers 12.0 12.0 12.0 ◆ Special Education Part 1 (essential) ◆ Special Education Specialist (preferred) 2.2 Coordinators 0.5 0.5 0.5 ◆ Special Education Specialist 2.3 Consultants 4.0 4.0 4.0 ◆ Special Education Specialist 2.4 Lead teacher 0.5 0.0 0.0 ◆ IEP Engine ◆ Special Education Qualifications 3. Educational assistants in special education 3.1 Educational assistants 132.0 138.0 137.0 (includes Section 23 EAs) 3.2 Communicative Disorders 6.0 6.0 6.0 Assistants
4. Other professional resource staff 4.1 Chief Psychologist 0.5 0.5 0.5 ◆ Registered under the College of Psychologists of Ontario 4.2 Psychologists 1.0 1.0 1.0 ◆ Registered under the College of Psychologists of Ontario 4.3 Psychometrists 2.5 2.5 2.5 ◆ Master’s Degree in Psychology 4.4 Psychiatrists 0.0 0.0 0.0 ◆ Access as required* 4.5 Speech-language pathologists 5.0 5.0 5.0 ◆ Master’s Degree in Speech- Language Pathology & registered under CASLPO
* Will be contracted as required through community agencies.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 11 1 4.6 Audiologists 0.0 0.0 0.0 ◆ Access as required* 4.7 Occupational therapists 0.0 0.0 0.0 ◆ Access as required* 4.8 Physiotherapists 0.0 0.0 0.0 ◆ Access as required* 4.9 Special Needs Training and 0.5 0.5 0.5 Program Officers 4.10 Board Certified Behaviour Analysts 1.0 1.0 1.0 ◆ Certified with the Behavior Analyst Certification Board 4.11 Social workers 3.0 3.0 3.0 ◆ Master’s Degree in Social Work ◆ Registered under the Ontario College of Social Workers and Social Service Workers 4.12 Mental Health Lead 0.5 0.5 0.5 ◆ Master’s Degree in Social Work ◆ Registered under the Ontario College of Social Workers and Social Service Workers 4.13 Subtotal 14.0 14.0 14.0
5. Paraprofessional resource staff 5.1 Orientation and mobility 0.0 0.0 0.0 ◆ Contracted through CNIB personnel 5.2 Oral interpreters 0.0 0.0 0.0 ◆ Access as required* (for deaf students) 5.3 Sign interpreters 0.0 0.0 0.0 ◆ Access as required* (for deaf students) 5.4 Transcribers (for blind students) 0.0 0.0 0.0 ◆ Access as required* 5.5 Interveners 0.0 1.0 1.0 (for deaf-blind students) 5.6 Assistive technologists 2.0 2.0 2.0
5.7 Subtotal 2.0 2.0 3.0
* Will be contracted as required through community agencies.
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 11 Secondary Panel
FTEs FTEs FTEs SPECIAL EDUCATION STAFF STAFF QUALIFICATIONS 2018-19 2019-20 2020-21 1. Teachers of exceptional students 1.1 Teachers for resource-withdrawal 18.84 20.83 21.50 ◆ Special Education Part 1 programs (essential) ◆ Special Education Specialist (preferred) 1.2 Teachers for self-contained classes 23.68 23.68 24.01 ◆ Special Education Part 1 (essential) ◆ Special Education Specialist (preferred) 1.3 Teachers for Section 23 classes 16.0 16.0 16.0 ◆ Special Education Part 1 (essential) ◆ Special Education Specialist (preferred) 2. Other special education teachers 2.1 Itinerant teachers 0.0 0.0 0.0 ◆ Special Education Part 1 (essential) ◆ Special Education Specialist (preferred) 2.2 Teacher diagnosticians 0.0 0.0 0.0 ◆ Access as required* 2.3 Coordinators 2.5 2.5 2.5 ◆ Special Education Specialist 2.4 Consultants 0.0 0.0 0.0 ◆ Access as required* 2.5 Lead teacher 0.5 0.0 0.0 ◆ IEP Engine ◆ Special Education Qualifications 3. Educational assistants in special education 3.1 Educational assistants 41.0 40.0 42.0 (includes Section 23 classes) 4. Other professional resource staff 4.1 Chief Psychologist 0.5 0.5 0.5 ◆ Registered under the College of Psychologists of Ontario 4.2 Psychologists 0.5 0.5 0.5 ◆ Registered under the College of Psychologists of Ontario 4.3 Psychometrists 2.0 2.0 2.0 ◆ Master’s Degree in Psychology 4.4 Psychiatrists 0.0 0.0 0.0 ◆ Access as required* 4.5 Speech-language pathologists 1.0 1.0 1.0 ◆ Master’s Degree in Speech- Language Pathology & registered under CASLPO 4.6 Audiologists 0.0 0.0 0.0 ◆ Access as required*
* Will be contracted as required through community agencies.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 11 3 4.7 Occupational therapists 0.0 0.0 0.0 ◆ Access as required* 4.8 Physiotherapists 0.0 0.0 0.0 ◆ Access as required* 4.9 Special Needs Training and 0.5 0.5 0.5 Program Officers 4.10 Board Certified Behaviour Analysts 1.0 1.0 1.0 ◆ Certified with the Behavior Analyst Certification Board 4.11 Social workers 4.0 6.0 6.0 ◆ Master’s Degree in Social Work ◆ Registered under the Ontario College of Social Workers and Social Service Workers 4.12 Mental Health Lead 0.5 0.5 0.5 ◆ Master’s Degree in Social Work ◆ Registered under the Ontario College of Social Workers and Social Service Workers 4.13 Subtotal 9.0 12.0 12.0 5. Paraprofessional resource staff 5.1 Orientation and mobility 0.0 0.0 0.0 ◆ Contracted through CNIB personnel 5.2 Oral interpreters 0.0 0.0 0.0 ◆ Access as required* (for deaf students) 5.3 Sign interpreters 0.0 0.0 0.0 ◆ Access as required* (for deaf students) 5.4 Transcribers 0.0 0.0 0.0 ◆ Access as required* (for blind students) 5.5 Interveners 0.0 1.0 0.0 ◆ Access as required* (for deaf-blind students) 5.6 Note takers 0.0 0.0 0.0 ◆ Access as required* 5.7 Subtotal 0.0 0.0 0.0
* Will be contracted as required through community agencies.
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 11 Section 12
Staff Development Elementary Panel Rainbow District School Board supports continuous growth for all staff. Individual expectations for growth are discussed between the staff member and his/her supervisor. The Teacher Performance Appraisal process requires the development of an Annual Learning Plan which outlines expectations for growth, strategies/activities which support growth and an annual review of achievement. In addition to individual activities, Board-wide activities which enhance the knowledge and skills of special education staff and classroom teachers are offered. Overall Goal of the Special Education Staff Development Plan The overall goal of the staff development plan for special education is to offer a series of in-service training and professional development activities which will reflect and address the needs of a wide variety of personnel involved in the delivery of programs and services to students with special needs. The staff development plan for the Rainbow District School Board will reflect the needs of: ◆ classroom teachers ◆ special education resource teachers ◆ special class teachers ◆ special school teachers ◆ educational assistants ◆ central special education staff ◆ principals ◆ vice-principals Strategies for staff development will include: ◆ special education resource teachers meetings ◆ special class teacher meetings ◆ mentoring for new special education teachers ◆ P. D. days
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 1 Input to the Special Education Staff Development Plan-Staff Staff needs are always integrated with Ministry requirements for the implementation of standards for IEPs, Transition Plans, and programs and services. Staff training with regards to the legislation and ministry policy on special education will be provided on an on-going basis with particular emphasis on training for new teachers. Opportunities for input into the plan will be provided directly to special education teachers in the system through a survey to be completed each June by both elementary and secondary special education teachers. Other opportunities for input from various stakeholders will be provided on an informal basis through information gathered at on-going monthly meetings. Input to the Special Education Staff Development Plan-SEAC Opportunities for input into the plan will be provided directly to SEAC through a survey to be completed each June. Other opportunities for input will be provided on an ongoing and informal basis at SEAC meetings. Priorities for Staff Development The data gathered, coupled with the priorities issued by Rainbow District School Board, will provide a focus and direction for professional development for the coming school year. In addition, urgent needs of a student which require immediate training of staff are addressed on an individual basis through the Superintendent responsible for special education programs and services. Priorities for the 2020-2021 school year will be: ◆ I.E.P. Creation and Implementation ◆ A.S.D. Professional Development ◆ ABA Training ◆ E.A. Professional Development ◆ L.D. Best Practices Implementation ◆ Behaviour Interventions ◆ Assistive Technology Training ◆ FASD Training and Strategies ◆ Behaviour Management Systems (BMS) Training ◆ Non-Violent Crisis Intervention ◆ First Aid Certification Training ◆ Transition Aged-Youth (TAY) Protocol Implementation ◆ AODA Protocol Implementation
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 Legislation and Ministry Policy Changes to legislation and Ministry Policy are addressed immediately through semi-annual meetings with special education teachers. Sessions for principals are immediately arranged in response to new Ministry requirements. New teachers require training in relation to legislation and Ministry policy. Arrangements will be made during the fall term to meet with new orientation. In addition, mentorships are facilitated by the special education consultants/coordinator. Immediate concerns of new teachers are addressed through the special education consultants’/coordinator’s regular school visitation schedule. Communication of the Staff Development Plan Rainbow District School Board posts an annual Professional Development Calendar through the Computers in Education/Media Centre. All staff have access to the Professional Development Calendar. In addition, individual notices are sent to schools and where applicable the community. Special Education Consultants/Coordinator update the calendar on a regular basis. Principals will receive the Plan at the September principals’ meeting. Special education teachers will receive the Plan at the September in-service meeting.
The following pages contain the Special Education Staff Development 2020-2021 Annual Training Plan.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 3 Special Education Staff Development Annual Training Plan for 2020-2021
STAFF GROUPING TRAINING OFFERED ADDITIONAL SUPPORT
Principals, Teachers, Behaviour Management Yearly half-day Educational Assistants, Systems (B.M.S.) refresher/supports with System Special implementation by Education staff Special Education Consultants and Coordinators
Educational Assistants First Aid 3 year cycle
Special Education Empower Reading Training/WIAT Training On-going job embedded Resource Teachers mentoring by Sick Kids Empower
Reading
Trainers/WIAT
Training as needed provided by Psychology Department and on-going support provided by Special Education Consultants
Principals, Teachers, Applied Behaviour Analysis (ABA) Job embedded coaching and Educational Assistants Training Modules – Both in person and support provided to school On-line staff by Consultants, Itinerant teachers and BCBA
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 Behaviour Management Systems Procedures (B.M.S.)
Issued by: Norm Blaseg Superintendent of Schools
Prepared by Lesley Flowers and David Squarzolo The Gord Ewin Centre for Education Revised November 2007
Administrators’ Handbook
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 5 Rainbow District School Board recognizes the need to ensure a safe learning environment for all staff and students and allows the use of physical containment in situations where the safety of the child or other persons is immediately at risk of injury (see Policy and Procedures Manual P.2.12).
Preamble In most situations, the use of Behaviour Management Systems including the use of effective communication will cause crisis situations to de-escalate. Physical containment should only be used after less intrusive interventions have been considered. Principals are responsible for ensuring that training in Behaviour Management Systems has been provided to staff. 1.0 Guiding Principles Staff of Rainbow District School Board will use containment only in the following context: ◆ The use of physical containment is only to be used in situations where the safety of the student or other persons is immediately at risk ◆ Physical containment is only to be used as a response to immediate safety concerns and after other methods have been considered ◆ Physical containment is never to be used as punishment or to force compliance ◆ Physical containment should only be used after less intrusive interventions have been considered and deemed to be ineffective in ensuring the safety of the student or others ◆ Other methods of de-escalation have been considered or employed to avoid the use of a physical containment ◆ The circumstances under which physical containment may be used (the decision to use physical containment) should be considered on a case by case basis ◆ Documentation/Reporting of Workplace Violence Involving Employees must be followed. ◆ The review of documentation by the Superintendent of Special Education, the school principal, the staff involved, the parent(s) and the student will be part of the debriefing process immediately following the use of containment ◆ Debriefing with the student must always follow the use of containment ◆ The following steps should be followed: - secure the area - get help/assistance (office, police) - de-escalate - implement Behaviour Management Systems strategies
6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 A student who is causing a significant disruption to the learning of others will be escorted from the classroom, once assistance is obtained, using Behaviour Management Systems techniques. Debriefing: Debriefing will include talking to all parties involved in the restraint about the incident, the precipitating factors, and how to prevent a reoccurrence of the incident. Debriefing is a non- punitive process which is designed to re-establish the relationship with the student. 2.0 Definition of Physical Containment For the purpose of this policy, physical containment is defined as the physical control of a child by one or more persons to safely restrict the movement of a child, using one of a variety of holding techniques, with the least amount of force necessary to inhibit the ability of the child to move freely. 3.0 Training Training in the use of Behaviour Management Systems will be available for educational assistants, teachers, vice-principals and principals. Training can be arranged by the principal by calling 705-523-3308 ext. 8201. Training in the intervention techniques as defined by Behaviour Management Systems developed by the Ontario Education Services Corporation will be the acceptable training for use in physical containment. The principal is required to review policies and procedures with respect to the use of Behaviour Management Systems techniques, including the use of physical containment, with each staff member during their initial orientation and annually thereafter. The principal should keep a written record of these reviews. Training in Behaviour Management Systems is a mandatory requirement for permanent educational assistants. Educational assistants must complete a refresher course every two years. Training is a priority for all staff working with a student who is a high risk for requiring the use of physical containment. Persons should not use physical containment unless they have completed a training program approved by the RDSB. Skills should be updated regularly and the completion of the training documented in the school file. 4.0 Reviewing and Reporting ◆ Documentation/Reporting of Workplace Violence Involving Employees must be followed. The Superintendent of Special Education will review all reports documenting the use of physical containment ◆ Guardians/Parents of children who were contained will be notified as soon as possible following the containment
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 7 ◆ A copy of the documentation will be kept in the student’s OSR for one year unless mitigating circumstances apply ◆ A copy will also be kept in the superintendent’s office and a central school file for year- end data collection, monitoring and evaluation of the use of physical containment in the school. Definition of Physical Containment For the purpose of this document, physical containment is defined as the physical control of a student by one or more staff to safely restrict the movement of a child, using approved holding techniques. Only the least amount of force necessary to inhibit the ability of the child to move freely is to be used. Standards for the Use of Physical Containment Standard 1 ◆ Methods considered or employed to avoid the use of a physical containment are primarily de-escalation, redirection, and verbal diffusion techniques. ◆ Wherever possible, staff should call for back up and avoid using physical containment alone. ◆ Whenever possible, physical containment will occur in the presence of other staff. ◆ Whenever possible, the physical containment should occur away from the other students to avoid an “audience effect”. ◆ Staff will use practices to safely inhibit the ability of the child to move freely as identified by Behaviour Management Systems. Sensitivity is required when using physical containment for students with a sensory loss. Staff using physical containment for students who are deaf or hard or hearing should ensure communication is possible during a containment. Students who are blind or visually impaired should be touched purposefully and with sensitivity after the intent to contain has been clearly communicated verbally. ◆ Conditions under which containment will be terminated must be clearly communicated to the child and adhered to. ◆ Physical containment is only to be used as a response to immediate safely concerns and not as “therapeutic holding”. ◆ Pertinent information on the student should be known to the staff (i.e. OSR indicates whether the student has been involved in a containment in the past, the student’s health condition, whether the student is taking medication and if so, whether the use of a physical containment would be an appropriate response, whether the student has an IEP containing a safety plan, the student’s age, developmental stage, social history, and any physical/ medical disability or sensory impairment). ◆ Students with sensory integration difficulties may find the physical touch endured during containment painful (tactile defensiveness). It is important to consider this before entering into a containment and if it is determined to be essential for safety, educators must be aware that the physical touch is likely to aggravate the situation.
8 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 Standard 2 The circumstances under which physical containment may NOT be used are: ◆ Physical containment is never to be used as punishment or to gain compliance (except where a student is causing a significant disruption to the learning of others in which case the student will be escorted from the classroom using Behaviour Management Systems techniques). Prohibited Practices: ◆ Any form of corporal punishment. ◆ Striking a student, with or without the assistance of a physical object. ◆ Shaking, shoving, spanking or other forms of physical aggression. ◆ Requiring or forcing a student to repeat physical movements. ◆ Use or permit the use of deliberate harsh or degrading measures to humiliate a student or undermine a student’s self-respect. Permitted Practices: ◆ The circumstances under which physical containment may be used are: - Physical containment should only be used after less intrusive interventions have been considered and deemed to be ineffective in ensuring the safety of the student or others. - The use of physical containment is only to be used in situations where the safety of the student or other persons is immediately at risk.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 9 Roles and Responsibilities The Superintendent of Special Education shall: Review and monitor all reports documenting the use of physical containment. The Principal shall: ◆ Ensure that the written policies and procedures on Behaviour Management Systems procedures are available on site. ◆ Ensure that, where applicable, the IEP contains a Safety Plan, the Safety Plan is visible and all know about it. ◆ Ensure that all staff working with students are familiar with the policies and procedures at the time of hiring. ◆ Ensure that staff who deals on a regular basis with students who act out are trained and supervised in Behaviour Management Systems techniques and best practices and that refresher training is offered on an ongoing basis. ◆ Review and monitor all incidents regarding the use of a physical containment. ◆ Ensure that a debriefing process occurs with the staff, parents, and student. ◆ Forward forms as outlined in Documentation/Reporting of Workplace Violence Involving Employees to the RDSB Office if an injury has occurred as a result of a physical containment. ◆ Follow the guidelines for monitoring and/or dealing with staff conduct as outlined in the document, Teacher Misconduct. The Teacher and/or Educational Assistant (EA) shall: ◆ Record the safety plan, including the use of containment, in the student’s IEP in consultation with the parents. ◆ Know the safety plan contained in the IEP for each child, if applicable. ◆ Use de-escalation, redirection, and verbal redirection. ◆ Use physical containment according to methods defined by Behaviour Management Systems, as required. ◆ Immediately notify the principal or designated person in charge if a physical containment has been used. ◆ Seek medical help if an injury has been sustained. ◆ Complete documentation as outlined in Documentation/Reporting of Workplace Violence Involving Employees and give it to the Principal. ◆ Participate in debriefing to review the cause, concerns and/or feedback of staff members with an emphasis on prevention of reoccurrence of the incident. ◆ Discuss any changes to the Safety Plan contained in the IEP with all staff members, parents, and the student where applicable.
10 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 The Student shall: ◆ Be involved in the debriefing. Following a Physical Containment: ◆ Students, after having been allowed a time to “cool down”, must be provided with the opportunity to participate in a debriefing session with the principal or designated teacher in charge. ◆ Students must be provided with the opportunity to participate and be involved in their IEP and, if applicable, the written or scribed account of what happened. Incident Management and Reporting Requirements See Documentation/Reporting of Workplace Violence Involving Employees in the Administrator’s Handbook. Documentation will be completed as soon as possible following the incident.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 11 STU-13 Violent Incident Report SCHOOL: DATE: ______
PERSON CAUSING VIOLENCE: PERSON HURT:
NAME: ______NAME: ______(If student)
DATE OF BIRTH: ______AGE: _____ DATE OF BIRTH: ______AGE: _____
GRADE: ______TEACHER: ______
STUDENT OEN: ______EDUCATIONAL ASSISTANT: ______
A. DESCRIPTION OF VIOLENT INCIDENT
B. POLICE CONTACT
Date of Contact Date of Police Investigation at School Name of Investigating Officer(s)
C. SCHOOL/BOARD RESPONSE Suspension Expulsion Parents Informed Referral to Social Agency Other: ______
______Date of Inclusion in OSR Principal/Designate Signature
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
12 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 STU-13 Violent Incident Report
Please refer to the document Violence Policy for direction on the removal of this form from the OSR.
PERSON CAUSING VIOLENCE: CATEGORY OF VIOLENT INCIDENT
1. Possession of weapon ...... _____ 2. Threat of physical injury ...... _____ 3. Physical assault causing serious bodily harm ...... _____ 4. Sexual assault ...... _____ 5. Robbery and extortion ...... _____ 6. Hate-motivated violence (i.e. incident involving racism, homophobia) ...... _____ 7. Vandalism causing extensive damage to school property or property located on school premises ...... _____ 8. More than one of the above ...... _____
NUMBER OF PREVIOUS INCIDENTS ...... _____
In accordance with Section 20(2) of the Municipal Freedom of Information and Protection of Privacy Act, personal information on this form is being collected under the authority of The Education Act, Section 265(d) & 266(2,6,8,10); The OSR Guideline June 1992; Violence-Free Schools Policy; and will be used for the purpose of establishing a pupil record. Questions regarding this collection should be directed to the Principal.
File: OSR Superintendent Attendance Counsellor
408 Wembley Drive, Sudbury, Ontario P3E 1P2 | Tel: 705.674.3171 | Fax: 705.674.3167 | rainbowschools.ca
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 12 13 Section 13
Equipment Specialized Equipment for Use at School Purpose To inform the Ministry, board staff members and other professionals, and parents about the provision of individualized equipment for some students with special needs. Rainbow District School Board (Rainbow DSB) ensures that specialized equipment is provided for students who require such equipment in order to benefit from instruction. Specialized equipment for use at school include: ◆ Sensory equipment ◆ Hearing support equipment ◆ Vision support equipment ◆ Personal care support equipment ◆ Physical assists support equipment ◆ Computer and computer related software and equipment
Funding Information and Allocation for Specialized Equipment The Special Equipment Amount (SEA) provides funding to school boards to assist with the costs of equipment essential to support students with special education needs where the need for specific equipment is recommended by a qualified professional. This equipment is to provide students with accommodations that are directly required and essential to access the Ontario curriculum and/or a board-determined alternative program and/or course and/or to attend school. All equipment purchased through SEA funding is the property of Rainbow DSB, who reserves the right to make the final decision in purchasing, and allocating equipment for students. Rainbow DSB consistently researches and purchases the most current equipment (i.e. technology) to assist students. Rainbow DSB ensures that students (where appropriate) and teachers have received training to make the best use of the equipment. Rainbow DSB reserves the right to reassign SEA purchased equipment should the student not show interest in accessing the equipment or, in the case of a computer, the student uses the computer contrary to Board Policies (i.e. gaming, extracurricular internet use, rough physical treatment).
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 1 Rainbow DSB responsibilities include ensuring that: ◆ equipment is functioning properly and that the equipment is meeting students’ needs; ◆ equipment is replaced as required when students outgrow equipment or when equipment wears out through use; ◆ upgrades and refurbishment are considered as an option before replacement; ◆ equipment is reused by/ transferred to other students when no longer required by the student for whom it was purchased; ◆ efforts are made to share equipment among several students when appropriate and possible. Rainbow DSB will budget an amount of funding to support the other costs associated with ensuring that all students with special needs who require equipment have access to appropriate equipment. These costs include: ◆ the $800 deductible for non-technical equipment; ◆ purchasing low cost items that are less than the $800 deductible per student. The Special Education Resource Teacher or Special Education Program Leader in the school will track the use of the equipment and ensure that the equipment is recorded in the student’s Individual Education Plan (IEP).
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 Guidelines for Special Equipment Amount (SEA) Recommendations for Computers and Computer Related Equipment, Hearing Support Equipment, Vision Support Equipment, Sensory Support Equipment, Personal Care and Physical Assists Support Equipment The Ministry of Education provides SEA funding for students with high level needs within the province of Ontario. Rainbow DSB applies for SEA funds based on SEA guidelines and following the process below.
The equipment must be recommended by an appropriately qualified professional such as an occupational therapist, physiotherapist, audiologist, psychologist or psychological associate, physician, speech language pathologist, etc. These assessments must include a description of the condition the equipment is meant to address and a functional recommendation regarding the specific types of equipment the student requires to address his or her strengths and needs (A professional recommendation is not always required for computer or computer related equipment).
A copy of the letter recommending specialized equipment and all back up documentation to support the claim must be submitted to the school’s Consultant/Coordinator of Special Education. The original letter should be placed in the student’s OSR.
The Consultant/Coordinator of Special Education, and/or the Principal of Special Education, and/or the Superintendent of Special Education, conducts a review of the recommendation to ensure it meets funding and Rainbow DSB guidelines.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 3 School staff, the student, and/or parent(s)/guardian(s) may be surveyed as part of the review.
Review Results: Review Results: Equipment will not be provided Student is provided with at this time. equipment. School based interventions may be put in place for the student.
The Rainbow DSB loan of equipment form needs to be completed (which also needs to be filed in the student’s OSR) for computer equipment.
The school must update the IEP (Individual Education Plan) to provide evidence of the intended use of the equipment in the student’s program.
All equipment will incur a three month trial period in which student progress with the equipment and effective use will be reviewed.
Student(s) and parent(s)/guardian(s) are encouraged to communicate progress with school staff during the trial period.
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 The Consultant/Coordinator of Special Education and school staff, and/or the Principal of Special Education, and/or the Superintendent of Special Education, conducts a review at the end of the three month trial period.
No Progress Progress and effective use of the technology/equipment. SEA funds will not be accessed, student needs will be revisited. SEA funds will be accessed to provide student with School based interventions equipment. may be put into place for the student. Student will continue to be provided with the equipment. IEP must be updated to remove equipment. Progress will be reviewed at the end of each school year.
The Consultant/Coordinator of Special Education places the order for the purchase of the equipment. The purchase order is approved by the Superintendent of Special Education. Wherever possible equipment is shared amongst students.
Once the equipment is shipped to the Centre for Education or Information Services Shop (or student’s school in the case of larger equipment), equipment is coded and recorded in a central data base in order to track equipment and then delivered to schools. Arrangements are made by school request to ensure staff is properly trained on the use and care of the equipment.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 5 When the purchase order is complete, a copy of the paid invoice, along with all back up documentation, is collected by the Consultant/ Coordinator of Special Education, and the information is filed in the student’s individual SEA file.
The school will inform the parent(s)/guardian that a SEA claim had been submitted to the Ministry.
Ministry Review The Ministry may review all required documentation in support of SEA purchases and may conduct classroom, School and/or board visits. The review ensures that the equipment is operational, in good repair and in regular use by the student. The Ministry also expects that the students and staff are able to operate the equipment properly and effectively.
Coordination with MOH Assistive Devices Program Rainbow DSB is expected to make use of the cost-sharing arrangements permitted through the Ministry of Health (MOH) Assistive Devices Program (ADP). ADP provides partial funding to individuals for some equipment required for daily living. Where the equipment is portable, it can be used at both home and at school.
Transfer of Equipment within RDSB and Out of Board Equipment purchased using SEA funds for specific students is portable and moves with the student when the student changes schools within the Board. The Consultant/Coordinator of Special Needs Education should be notified that the student will be changing schools, prior to the student beginning at the new school. The Consultant/Coordinator will make arrangements to have the equipment moved to the new location. Equipment should not be removed from a school without the knowledge of the school principal and the Consultant/Coordinator. If the student moves out of the Rainbow District School Board, the Consultant/Coordinator of Special Education should be notified so that the equipment can be returned to the Centre for Education. Following the return of the equipment, arrangements will be made at the Board level to transfer the equipment to the student’s new school board.
6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 Assistive Technology: Learning for All Rainbow District School Board offers a range of options for student access to assistive technology. The majority of students (with or without an exceptionality) may have access to a variety of assistive technology within the school setting on computers in the classroom, in computer labs, and/or in Special Education Resource rooms. The Ministry of Education, with the assistance of the Ontario Software Acquisition Program Advisory Committee (OSAPAC) provides province wide licenses for selected software. Also, Rainbow DSB has purchased licenses for Read & Write for Google Chrome for all students from Grade 3 to Grade 12.
Technology Investments: SEA funding: a) Chromebooks with access to Read&Write for Google Chrome. Headsets were also purchased. b) Read&Write for Google Chrome was purchased for all students from Grade 3 to Grade 12 in Rainbow DSB. Read&Write is an easy-to-use browser extension for Google Chrome and is directly compatible with Google Docs and Web pages as well as PDF, EPUB and KES files stored in Google Drive. Read&Write for iPad is also available. c) Tablets and related peripherals (wireless keyboards, stylus pens, earpods, headsets) d) Carrying/Protective Cases e) Virtual Reality Kits Technician: Two special education computer technicians are available. Responsibilities include preparing and repairing computers for exceptional students and inventory control, and also providing training for students and teachers. Also installing hearing support systems in classrooms.
Appendices 1. Exam/Test Protocol 2. Parent Guide to Technology 3. Read&Write for Google Chrome
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 7 Appendix 1 Rainbow District School Board Assistive Technology Exam and Test Guidelines Students with a technology accommodation on their Individual Education Plan (IEP) should be encouraged at all times to access and use Assistive Technology to complete tests/exams/ assessments/culminating activities. The use of this technology presents exceptional students with an opportunity to overcome barriers to learning and achievement. 1. Students must inform the classroom teacher and the resource room teacher prior to the test of the need to use Assistive Technology to complete the test in the resource room. 2. During exam periods, students must sign up to write exams in the resource room. When doing so, they must clearly indicate that they wish to use Assistive Technology. Students requiring the use of the voice to text tool must inform the resource room staff of this need in order to allow school staff sufficient time to make arrangements for a test space which will not disturb other students writing tests/exams. 3. When an electronic copy cannot be provided, classroom teachers will be responsible for submitting a paper copy of the test to the resource room teacher making allowances for adequate time for scanning. 4. Students requiring the use of Assistive Technology must have an IEP (Individual Education Plan) which states that the use of technology is a permitted accommodation. If extra time is required, this accommodation should also be included in the IEP. 5. Special Education Resource Teachers and Program Leaders are asked to ensure that students eligible to use Assistive Technology for assessments are aware of their eligibility to use technology and the process for accessing the resource room during tests and exams. Student refusals should be documented with a student signature. 6. Students with individual equipment must arrive in the resource room on the test/exam day with their laptop/Chromebook and headset (if required). When the test/exam commences, scanning of the paper copy of the test may begin. 7. It is the responsibility of the supervising teacher to ensure at all times that students using Assistive Technology for tests/exams are well supervised. Computer screens should be clearly visible. 8. During exam periods, student exams should be made available to the resource room teacher in an electronic format and a paper copy. This alleviates the need to scan multiple copies of the same exam several times. 9. Students using Assistive Technology for assessment purposes are not permitted to access the Internet, email accounts, or additional files stored on the computer during the test/ exam period. When any irregular activity is noted, academic dishonesty will be reviewed by the school’s administration. 10. While writing a test/exam, students should not log off their student account until the supervising teacher has deleted the electronic version of the test/exam available there.
8 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 Appendix 2 Rainbow District School Board Parent Guide to Technology and Assistive Technology The following is information for parents/students who want to purchase a laptop/Chromebook. However, the school board (i.e. technicians) are not responsible for any repairs/servicing to personal equipment. What is Assistive Technology? Assistive Technology is any technology that helps students with special learning needs maintain or improve his/her academic performance. Assistive Technology can help open the doors to previous inaccessible learning opportunities for students. Assistive technology can effectively help students to: ✔ Build on individual strengths; ✔ Gain motivation; ✔ Accomplish higher rates of learning and improved achievement; ✔ Complete academic tasks independently. Technology - Purchasing a Personal Laptop Minimum Specs: ◆ Intel Core i5 processor ◆ 8GB RAM ◆ Windows 10 ◆ Minimum 256GB Hard Drive ◆ Virus Protection Software ◆ Wireless Network Technology - Purchasing a Personal Chromebook Minimum Specs: ◆ 4GB RAM ◆ 11.6” Display ◆ 802.11 ac ◆ USB - C connection ◆ Intel Celeron N chip minimum Assistive Technology Available ◆ Read&Write for Google Chrome (no installation required). Student uses rscloud login credentials to sign into Google Chrome to access the Read&Write extension. Please contact the school for more information. Practicing typing skills on a daily basis is encouraged. The following are some useful keyboarding websites: ◆ https://www.bbc.com/bitesize/articles/z3c6tfr ◆ http://www.crazy4computers.net/keyboarding-practice.html
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 9 Appendix 3 Rainbow District School Board Read & Write Extension for Google Chrome In order to assist students in accessing Assistive Technology on computers within their homes or on personal laptops, Rainbow has purchased the Read & Write extension for Google Chrome for all students form Grade 3 to Grade 12. The Read & Write extension can be accessed on any computer (home/school/library) by signing into Google Chrome using the student’s rscloud credentials. If your family encounters any technical difficulties while accessing or using the Read & Write extension, help is available at your school. Rainbow staff would like to hear from your family once they have started to use Read & Write. Please email comments to: [email protected]
10 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 11 12 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 13 14 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 15 16 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 13 17 Section 14
Accessibility Accessibility of School Buildings The Rainbow District School Board’s multi-year Accessibility Plan was developed in accordance with the Integration Accessibility Standards Regulation under the Accessibility for Ontarians with Disabilities Act, 2005. It incorporates the intentions of the Board to meet its obligations under the Ontarians with Disabilities Act, 2001. The Plan describes the measures that the Rainbow District School Board will take over the five year period from 2012-2017 to identify, remove, and prevent barriers to people with disabilities who work, learn, and participate in the School Board community and environment including students, staff, parents and guardians, volunteers and visitors to the Board and its schools. The plan will be guided by the Board’s Accessibility Policies and Procedures. School accessibility follows on subsequent pages.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 1 RAINBOW DISTRICT SCHOOL BOARD Wheelchair Accessibility of Facilities Updated June 2020 As of September 1, 2020
Washrooms Wheelchair Exterior Interior Auto Door Playstructure Science Strips on Alarms & Parking Elementary School Wheelchair Elevator Fountain Shops Stage Bleachers Accessible Ramps Ramps Openers Yard Labs Stairs Signals with Signs Accessible A.B. ELLIS (New) Yes Yes Yes Yes N/A Yes Yes N/A No Yes N/A Yes ADAMSDALE Yes Yes N/A Yes Yes Yes *** N/A N/A N/A Yes ALEXANDER Yes* Yes Yes Yes* Yes Yes N/A N/A N/A Yes Yes ALGONQUIN Yes Yes *** Yes* *** Yes Yes *** N/A N/A N/A N/A Yes ASSIGINACK Yes Yes N/A Yes* N/A Yes *** N/A N/A N/A Yes C.R. JUDD Yes Yes Yes Yes N/A Yes *** N/A N/A N/A Yes CARL A. NESBITT Yes Yes N/A Yes* Yes No *** N/A N/A N/A Yes CENTRAL MANITOULIN Yes Yes N/A Yes N/A Yes N/A N/A N/A Yes C.C. MCLEAN Yes Yes N/A Yes* N/A Yes N/A N/A N/A Yes CHELMSFORD SENIOR Yes Yes N/A Yes N/A Yes N/A N/A N/A Yes CHURCHILL Yes* Yes No Yes No Yes N/A N/A N/A Yes COPPER CLIFF Yes Yes Yes Yes Yes Yes N/A N/A N/A Yes CYRIL VARNEY Yes Yes Lift Yes Yes Yes N/A N/A N/A Yes ERNIE CHECKERIS Yes Yes N/A Yes* Yes No N/A N/A N/A Yes JEAN HANSON Yes Yes N/A Yes Yes Yes Yes N/A N/A N/A N/A Yes LANDOWNE No No No No No No N/A N/A N/a Yes LARCHWOOD Yes No N/A Yes* N/A No N/A N/A N/A Yes LEVACK Yes Yes N/A Yes* N/A Yes N/A N/A N/A Yes LITTLE CURRENT Yes Yes Yes Yes* Yes Yes Yes N/A N/A N/A Yes MACLEOD Yes Yes Yes Yes Yes Yes Yes Yes N/A Yes N/A N/A Yes Yes Yes MARKSTAY Yes Yes Yes Yes Yes Yes N/A N/A N/A Yes MONETVILLE Yes* Yes No Yes Yes Yes N/A N/A N/A Yes NORTHEASTERN ELEM Yes Yes Yes Yes Yes Yes N/A Yes N/A Yes Yes PRINCESS ANNE Yes Yes Yes Yes* N/A Yes Yes No* N/A N/A N/A Yes Yes QUEEN ELIZABETH Yes Yes N/A Yes* N/A No Yes N/A N/A N/A No R.H. MURRAY Yes Yes N/A N/A N/A N/A N/A N/A Yes R.L. BEATTIE Yes* Yes Yes Yes* *** Yes Yes Yes N/A N/A N/A Yes Yes REDWOOD ACRES Yes Yes N/A Yes Yes Yes N/A N/A N/A Yes S. GEIGER Yes* Yes N/A Yes N/A Yes N/A N/A N/A Yes VALLEY VIEW Yes Yes Yes Yes Yes Yes Yes N/A N/A N/A Yes Yes WALDEN PUBLIC Yes Yes Yes N/A N/A Yes Yes Yes N/A N/A N/A Yes Yes Yes WESTMOUNT Yes No N/A Yes* N/A No N/A N/A N/A Yes
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 Washrooms Wheelchair Exterior Interior Auto Door Playstructure Science Strips on Alarms & Parking Secondary School Wheelchair Elevator Fountain Shops Stage Bleachers Accessible Ramps Ramps Openers Yard Labs Stairs Signals with Signs Accessible
CECIL FACER Yes Yes No Yes Yes Yes**** No No Yes Yes Yes CHELMSFORD VALLEY Yes Yes Yes Yes* N/A Yes Yes Yes CONFEDERATION Yes Yes Yes Yes* N/A Yes Yes Yes Yes Yes ESPANOLA Yes Yes Yes Yes* N/A Yes Yes Yes Yes LASALLE Yes Yes Yes Yes* N/A Yes Yes Yes Yes LIVELY Yes Yes Yes Yes* N/A Yes N/A Yes LOCKERBY Yes Yes Yes Yes* N/A Yes Yes Yes Yes LO-ELLEN PARK Yes Yes Yes Yes* N/A Yes Yes Yes Yes Yes Yes MANITOULIN Yes Yes Yes N/A Yes Yes Yes Yes Yes SUDBURY SECONDARY Yes Yes Yes Yes N/A Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Board Office - Wembley Yes Yes Yes N/A N/A Yes Yes N/A N/A N/A N/A N/A N/A Yes
Notes
N/A - Not Applicable * - Not All Entrances Are Accessible (Limited Access) ** - A Portable Wheelchair Lift Is Available To Schools To Access School Stage *** - Portion Of School Is Accessibile **** - Hand Held Remote To Open Door
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 3 ACCESSIBILITY PHYSICAL MODIFICATION REQUESTS 2020-2021
Schools Requests Description Date
Various Schools Washroom Install full barrier free washroom as per the new building code 2019/25
Various Schools Science Labs Installing barrier free student and teaching stations 2013/25
Install automatic door openers to doors and audible/light alarm system Various Schools Door openers and lockdown system throughout school 2019/25
Lansdowne P.S. Elevator Install new elevator 2020
New addition will be one level and will make the building completely Churchill PS Addition accessible, new barrier free washroom 2021
Lasalle S.S. Elevator Replace elevator due to availability of parts 2021
Little Current P.S. Elevator Retrofit existing due to age and availability of parts 2019/20
4 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 Multi-Year Accessibility Plan
For the Period December 2012 to December 2017
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 5
MULTI-YEAR ACCESSIBILITY PLAN
Rainbow District School Board December 2012 – December 2017
Prepared by Accessibility Planning Committee
In accordance with Accessibility for Ontarians with Disabilities Act Integrated Accessibility Standards Regulation
December 2012
This publication is available through the Rainbow District School Board’s ◆ Website (www.rainbowschools.ca – About Us – Accessibility) ◆ In accessible formats upon request For more information, please contact: [email protected] or call (705) 674-3171 x 7217
6 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 Table of Contents
Cover Page 1 Plan Availability 2 Table of Contents 3
Aim 4 Objectives 4 Commitment to Accessibility Planning 4 Description of Rainbow District School Board 5 Members of “Accessibility Planning Committee” 6 Strategy for prevention and removal of barriers 7 Barrier-Identification Methodologies 7 Recent Barrier Removal Achievements 8 Barriers to be addressed in 2012-2017 Multi-Year Plan 8 Review and Monitoring Process 14 Communication of the Plan 14
Appendices Definition 15
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 7 Rainbow District School Board Multi-Year Accessibility Plan For the years December 2012 – 2017 4
Aim This multi-year Accessibility Plan is developed in accordance with the Integration Accessibility Standards Regulation under the Accessibility for Ontarians with Disabilities Act, 2005. It incorporates the intentions of the Board to meet its obligations under the Ontarians with Disabilities Act, 2001. The Plan describes the measures that the Rainbow District School Board will take over the five year period from 2012-2017 to identify, remove and prevent barriers to people with disabilities who work, learn and participate in the School Board community and environment including students, staff, parents and guardians, volunteers and visitors to the Board and its schools. The plan will be guided by the Board’s Accessibility Policies and Procedures.
Objectives This Plan: ◆ Describes the process by which the Rainbow District School Board will identify, remove and prevent barriers; ◆ Reviews recent efforts of the Rainbow District School Board to remove and prevent barriers; ◆ Describes the measures the Rainbow District School Board will take in the period 2012-2017 to identify, remove and prevent barriers; ◆ Makes a commitment to provide an annual status report on the Board’s implementation of the multi-year accessibility plan; ◆ Makes a commitment to review and update the multi-year accessibility plan at least once every 5 years; ◆ Describes how the Rainbow School Board will make this accessibility plan available to the public.
Commitment to Accessibility Planning This plan will be established, reviewed and updated in consultation with persons with disabilities, the Board’s Special Education Advisory Committee, Parent Involvement Committee and the Accessibility Planning Committee. It will be presented to the Board for approval.
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The Rainbow District School Board is committed to: ◆ Maintaining an Accessibility Planning Committee; ◆ Continuing the process of consulting with the Special Education Advisory Committee and with persons with disabilities; ◆ Ensuring, wherever practicable, that Board policies, procedures and practices are consistent with the principles of accessibility and inclusive/universal design. The Accessibility Planning Committee will provide input re: accessibility issues, where appropriate, with regard to new policies and procedures and to those under review; ◆ Improving access to facilities, policies, programs, practices and services for students, staff, parents/guardians, volunteers and members of the community. Consideration of ongoing identification of barriers will be the responsibility of the Accessibility Planning and will, wherever practicable, be incorporated in the multi-year plan. The Director of Education has authorized the Accessibility Committee to review and update the Multi-Year Accessibility Plan that will enable the Rainbow District School Board to meet these commitments.
Description of Rainbow District School Board Rainbow District School Board covers a geographic area of more than 14,757 square kilometers in Sudbury, Espanola, Manitoulin Island and Shining Tree. Nine trustees govern Rainbow District School Board, including a trustee who represents 11 First Nations who have educational service agreements with the Board. Elected every four years, the trustees are the public’s voice at the Board. Rainbow District School Board is the largest school board in Northern Ontario with 35 elementary schools and 9 secondary schools. The Board also operates other educational programs – Barrydowne College, Cecil Facer Secondary School, Frank Flowers School, N’Swakamok Native Alternative School and the Ruth MacMillan Centre. Rainbow District School Board had 14,067 students on October 31, 2012, with a staff of approximately 1,558. The approved budget for 2012-1013 was $177 million. In Rainbow Schools, programs focus on student success from Junior Kindergarten to Grade 12 in English and French Immersion.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 9 Rainbow District School Board Multi-Year Accessibility Plan For the years December 2012 – 2017 6
Mission We bring learning to life, enabling students to fulfill their aspirations. Vision We are leaders in learning, inspiring success for all students by reaching minds and touching hearts. Values ◆ Honesty ◆ Courtesy ◆ Respect ◆ Resilience ◆ Empathy ◆ Acceptance ◆ Responsibility ◆ Courage ◆ Integrity ◆ Co-operation Priorities ◆ Ensure success for all (Literacy, Numeracy, Pathways and Community, Culture and Caring) ◆ Ensure efficient resource management ◆ Promote succession planning
Members of Accessibility Planning Committee WORKING GROUP MEMBER DEPARTMENT CONTACT INFORMATION Phone (705) 869-2235 Bob Clement Board of Trustees e-mail [email protected] Director’s Office/ Phone (705) 674-3171 X 7217 Nicole Charette Communications e-mail [email protected] Phone (705) 674-3171 X 7282 Kathy Dokis-Ranney Administration e-mail [email protected] Phone (705) 674-3171 X 8201 Margaret Stringer Special Education e-mail [email protected] Phone (705) 674-3171 X 7291 Nathalie Mihelchic Facilities e-mail [email protected] Phone (705) 674-3171 X 7247 Rod MacLeod Information Services e-mail [email protected] Director’s Office/ Phone (705) 674-3171 X 7232 Bev Webb Chief Financial Officer e-mail [email protected] Phone (705) 674-3171 X 7218 Kim Little Human Resources e-mail [email protected]
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The Accessibility Planning Committee held meetings between October 2012 and January 2013 to develop the Multi-Year Accessibility Plan for 2012-17. (Note: The above list is based on typical composition of Accessibility Planning Committee or Accessibility Working Groups currently in place.)
Strategy for prevention and removal of barriers Beginning in September 1, 2001, the principles of inclusionary practice, freedom from barriers and accessible environments have informed all Rainbow District School Board policies, programs, procedures and services. Through the annual accessibility plan status report process implemented under the Ontarians with Disabilities Act, 2001, the Rainbow District School Board’s programming, policies and practices have been assessed to ensure continuous improvement in accessibility. This process will continue through the establishment of a multi-year accessibility plan which places particular emphasis on the provisions of the regulations made under the AODA with regard to customer service, information and communications, employment and school transportation.
Barrier Identification Methodologies The Accessibility Planning Committee uses the following barrier-identification methods:
GROUP METHODS Students Barriers to accessibility are identified by students, parents and school staff. Facilities, Special Education and staff work with stakeholders to remove/prevent barriers and develop accommodation plans. Staff Employee and Human Resources staff identify barriers, restrictions and limitations and develop accommodation plans. Public Barriers to accessibility are identified by individuals accessing programs and services offered by the school board. Members of the public may bring concerns to the attention of the school or the Board Office. The Rainbow District School Board website also provides an opportunity for feedback. Barriers identified by members of the public are referred to the Board’s Accessibility Committee. Development of the Multi-Year Accessibility Plan and the ongoing feedback opportunities are additional important methods to identify barriers to accessibility. Board Wide Ongoing liaison with bargaining partners, provincial associations, school boards, and public sector agencies provides updates on emerging barriers to accessibility. SEAC, PIC and the Ontario Public Schools Boards Association are examples of some of the resources used for barrier identification. Review of our facilities provides up-to-date identification of barriers and permits planning to remove/ prevent such barriers.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 11 Rainbow District School Board Multi-Year Accessibility Plan For the years December 2012 – 2017 8
Recent Barrier Removal Achievements The most recent Annual Accessibility Plan developed in accordance with the Ontarians with Disability Act (ODA) identified a range of barriers and appropriate strategies for their removal. The detailed achievements are set out in the following chart:
TYPE OF BARRIER LOCATION ACTION TAKEN Physical See Appendix 1 Information& Communication System Wide Board and school websites will be reviewed for compliance for WCAG 2.0 standards and training for website development will occur for website administrators Information & Communication Walden,Algonquin, Churchill Installation of sound system Public Schools in three classrooms to address needs of students with bilateral sensorineural hearing loss
Information & Communication LoEllen and Lasalle Provision of enlargers for Secondary Schools computers to address needs of students with visual challenges Information & Communication Sudbury Secondary Voice synthesizers for students with communication difficulties Attitudinal System-wide Training in Accessible Customer Service for employees
New school construction has adhered to the current building code and includes level access to schools, automatic door openers, elevators in schools of more than one floor, accessible washrooms. Details of accessibility by school is outlined in Appendix 1.
Barriers to be addressed under the Multi-Year Accessibility Plan The Integrated Accessibility Standards Regulation 191/11 filed in June 2011 pursuant to the Accessibility for Ontarians with Disabilities Act, 2005 identified specific requirements to achieve accessibility in the areas of: ◆ Information and Communications ◆ Employment ◆ Transportation These requirements build on the Accessibility Standards for Customer Service, which came into force in 2007.
12 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 Rainbow District School Board Multi-Year Accessibility Plan For the years December 2012 – 2017 9
Rainbow Board intends, through this Multi-year Accessibility Plan for the period 2012-2017, to take action to address barriers to accessibility related to the Standards areas of current Regulations. This is in addition to ongoing work the Board is undertaking with regard to identification and removal of barriers in the Board’s physical environment.
2012-2013
TYPE OF BARRIER LOCATION ACTION EFFECTIVE DATE Systemic Board-wide Review Accessibility January 1, 2013 Policy Statement Attitudinal – Information Board-wide Develop a Procedure re January 1, 2013 and Communications Accessible Information and Communications Attitudinal – Board-wide Develop Procedure re January 1, 2013 Employment Accessible Employment
Systemic Board-wide Review procurement January 1, 2013 practices to incorporate accessibility criteria for goods, services, facilities
Information and Board-wide Provide accessibility Ongoing 2012-2013 Communication awareness training for all Educators / classroom- based staff on accessible instruction and program delivery (e.g. TeachAble Project website/ resource) Information and Board-wide Review practices to January 1, 2013 Communication ensure readiness to provide educational resources or materials, student records and information on program requirements in accessible formats upon request
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 13 Rainbow District School Board Multi-Year Accessibility Plan For the years December 2012 – 2017 10
2013-2014
TYPE OF BARRIER LOCATION ACTION EFFECTIVE DATE Systemic - attitudinal Board-wide Provide training to all staff, Ongoing 2013-2014 volunteers on accessibility standards requirements and on Human Rights Code provisions re disabilities and ensure third-party providers have similar training
Information and Board Offices Review process for January 1, 2014 (as Communication receiving/responding per AODA, however, to feedback to ensure RDSB has already accessibility to persons with implemented this disabilities and readiness to process) provide accessible formats and communication supports upon request. Notify the public re above. Information and Board-wide Review Board and school January 1, 2014 Communications websites to assess level of accessibility. Ensure that new sites and web content published after Jan 1, 2012 meet WCAG 2.0, Level A standards.
Systemic - Employment Board-wide Review and update Human January 1, 2014 Resources procedures and practices with regard to recruitment, job accommodations, alternative accessible formats and communication supports, individual accommodation plans, return to work, performance appraisal, career or professional development, redeployment
14 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 Rainbow District School Board Multi-Year Accessibility Plan For the years December 2012 – 2017 11
Information and Board-wide Consult with parents and Required by January Communication – (Student develop individual school 1, 2014 in AODA Student Transportation Transportation and transportation plans for however, RDSB has Special Education) students with disabilities, already implemented clarifying roles and this process responsibilities Information and School Libraries Review the readiness of Ongoing 2013-2014 Communication school libraries to provide in anticipation of accessible or conversion- the 2015 compliance ready formats of print date resources upon request
Physical Various sites Remove barriers to Ongoing 2013-2014 accessibility to address student and staff needs (see Appendix 1)
2014-2015
TYPE OF BARRIER LOCATION ACTION EFFECTIVE DATE Information and Board-wide Identify and have ready January 1, 2015 Communication access to resources that enable the Board to provide information and communication supports upon request and in a timely manner to persons with disabilities. (Consider access to board meetings/ school events) Information and School Libraries Ensure readiness of January 1, 2015 Communication school libraries to provide accessible or conversion- ready formats of print resources upon request Information and Board-wide Review accessibility Ongoing preparation Communication features of all updates and for 2021 deadline purchases related to board and school websites in anticipation of WCAG, 2.0, Level AA standards
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 15 Rainbow District School Board Multi-Year Accessibility Plan For the years December 2012 – 2017 12
Physical Various Sites Remove barriers to Ongoing 2014-2015 accessibility to address student and staff needs (see Appendix 1)
2015-2016
TYPE OF BARRIER LOCATION ACTION EFFECTIVE DATE Systemic Board-wide Review status of Ongoing accessibility awareness training to ensure new staff have been trained. Information and School Libraries Review status of capacity of Ongoing preparation Communication school libraries to provide for 2020 deadline accessible or conversion- ready formats of digital or multimedia resources upon request in anticipation of 2020 deadline
Information and Board-wide Review accessibility Ongoing preparation Communication features of all updates and for 2021 deadline purchases related to board and school websites in anticipation of WCAG, 2.0, Level AA standards Physical Various Sites Remove barriers to Ongoing 2015-2016 accessibility to address student and staff needs (see Appendix 1)
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2016-2017
TYPE OF BARRIER LOCATION ACTION EFFECTIVE DATE Systemic Board-wide Review status of Ongoing 2016-2017 accessibility awareness training to ensure new staff have been trained
Systemic Board-wide Review status of Board Ongoing 2016-2017 accessibility policies and procedures and update as required
Information and School Libraries Review status of capacity of Ongoing preparation Communication school libraries to provide for 2020 deadline accessible or conversion- ready formats of all resources upon request
Information and Board-wide Review accessibility Ongoing preparation Communication features of all updates and for 2021 deadline purchases related to board and school websites in anticipation of WCAG, 2.0, Level AA standards
Physical Various Sites Remove barriers to Ongoing 2015-2016 accessibility to address student and staff needs (see Appendix 1)
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 17 Rainbow District School Board Multi-Year Accessibility Plan For the years December 2012 – 2017 14
Review and Monitoring Process The Accessibility Planning Committee meets regularly during the year to review progress and evaluate the effectiveness of implementation of barrier-removal and prevention strategies and to plan for increased accessibility throughout the Board. The Accessibility Planning Committee will ensure that in respect of the Multi-Year Accessibility Plan the following steps take place: a) An annual status report on the progress of the measures taken to implement the plan is prepared. b) At least once every 5 years the plan is reviewed and updated in consultation with persons with disabilities, with the Board’s Special Education Advisory Committee and other relevant committees.
Communication of the Plan This Multi-Year Accessibility Plan and the Annual Reports prepared by the Accessibility Planning Committee will be posted on the Rainbow District School Board’s website [www. rainbowschools.ca/aboutus/accessibility] and made available to the public in accessible formats upon request. Questions, comments or feedback regarding the Accessibility Plan may be directed to: [email protected] Phone: 705-674-3171, ext. 7217 For more information on providing feedback, please visit: www.rainbowschools.ca/aboutus/accessibility
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APPENDICES Definitions Accommodation is a means, through reasonable efforts, of preventing and removing barriers that impede individuals with disabilities from participating fully in the services of the Board. Assistive Device is any device used by people with disabilities to help with daily living. Assistive devices include products such as wheelchairs, walkers, white canes, oxygen tanks, electronic communication devices, etc. Barriers to Accessibility means anything that prevents a person with a disability from fully participating in all aspects of the services of the Board. This includes, but is not limited to, a physical barrier, an architectural barrier, information or communications barrier, an attitudinal barrier, and/or a technological barrier. Customer is any person who uses the services of the school board. Disability (a) any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device, (b) a condition of mental impairment or a developmental disability, (c) a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language, (d) a mental disorder, or (e) an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997; (“handicap”)
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Service Animal is an animal that is being used because of a person’s disability and this is either readily apparent or is supported by a letter from a medical practitioner. Support Person is a person who assists or interprets for a person with a disability. A support person is distinct from an employee who supports a student in the system. Third Party Contractors is any person or organization acting on behalf of or as an agent of the Board (e.g. bus operators, psychologists).
20 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 14 Section 15
Transportation Overview Transportation for exceptional students who attend their home school is provided first according to Board Policy (Enclosed). Transportation for exceptional students to one of the Intensive Support Programs of the Board and to care, treatment and correctional facilities, is provided through the transportation department upon the request of the receiving school principal. The Board provides transportation to students attending Provincial and Demonstration Schools. Transportation is not provided for any students of the Board to summer school programs.
Special Needs Where the special needs of a student warrant special transportation arrangements, the receiving school principal will forward a request to the Superintendent responsible for Special Education, and to the Superintendent of Business. The request must contain the IPRC decision and the reason for the special request.
Safety The Rainbow District School Board considers student safety in contracting with the operators. The tender requirements are as follows: The Operator shall submit to the Board an up-to-date Driver’s Licence Search and current Commercial Vehicle Operator’s Registration Search for the vehicles and drivers upon the request of the Board.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 15 1 Notwithstanding that the operator is an independent contractor, the Operator understands and agrees that the Board has a responsibility to ensure pupil safety, and the Operator therefore agrees that it shall provide to the Board a duly executed Consent to Disclosure in the form identified in the Schedule(s) attached hereto for the Operator and each driver which the Operator will use to provide services pursuant this agreement where the driver will be, at any time, in proximity to any pupil(s). The Operator further agrees that, in the event that: a) any driver fails to provide the consent to Disclosure; OR b) the criminal record of any driver would offend the Board’s policy regarding the criminal record of prospective employees; OR c) the criminal record discloses any traffic related offences which, in the absolute discretion of the Board, causes concern to the Board as to the safety and well being of its pupil(s) transported in a vehicle operated by the relevant driver; then the Operator shall not permit any such driver to provide any of the services identified in this Agreement. The Operator shall make available to the Board, a complete copy of its current safety program, as it relates to safety of students using school buses. Appropriate driver safety training programs must include basic level first aid, defensive driving, vehicle evacuation and the administration of an EpiPen® (allergic reaction first aid device) or similar device. Operators providing wheelchair service must also include vehicle loading and unloading, use of manual ramps, and tie down procedures.
2 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 15 Special Education Transportation Services Protocol The following guideline has been developed in order to streamline the response to requests for special transportation arrangements. Parents who call the Board Office, Trustees, or the Transportation Consortium will be redirected to the Principal. This process recognizes that Principals know their students and are in the best position to investigate the request to make a recommendation in relation to the situation. Once approval has been granted, Principals are asked to inform the parent in writing that their request has been approved for this school year only. All approvals will be made on an annual basis unless otherwise stated by the Superintendent. 1. Students attending Intensive Support Programs a) An IPRC decision is made to place the student in a self-contained class b) The receiving school secretary makes the transportation request c) Superintendent approval is not required. 2. Special Education Requests (involving exceptional students) a) The Principal receives the request from the parent b) The Principal investigates to ensure that the request is valid (there have been situations where the parent requests for convenience rather than legitimate need, e.g. parent indicates that the student has a Physical exceptionality and cannot walk but student is active during recess and physical education class) c) The Principal sends an email to the Superintendent responsible for Special Education (including student name, address, telephone number, and reason for request) d) The Superintendent investigates further (if required) and makes a decision e) If approved, the Superintendent forwards an email marked “approved” to the Special Education Transportation Clerk at the Transportation Consortium. 3. Special Circumstances (e.g. medical) a) The Principal receives the request from the parent b) The Principal investigates to ensure that the request is valid c) The Principal sends an email to the school’s Superintendent (including student name, address, telephone number, and reason for request) d) The school’s Superintendent investigates further (if required) e) If approved, the Superintendents responsible for transportation forward an email marked “approved” to the Transportation Consortium Manager.
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 15 3 Transportation Agreement Board Policy No. GOV-16 ______
BOARD POLICY No. GOV-16 Adopted March 25, 2014 Last Revised Review Date Board Motion 14-R37
TRANSPORTATION AGREEMENT
1. PURPOSE
Rainbow District School Board has entered into a partnership with coterminous school boards to provide safe, secure, efficient student transportation services, while also ensuring effective stewardship of the Board’s resources.
2. POLICY
2.1 Transportation to and from school is the responsibility of the students and their parents or guardians. The Education Act states that “a board may provide for a pupil who is enrolled in a school that the board operates, transportation to and from the school that the pupil attends.”
2.2 School transportation services are a privilege, not a right, and can be withdrawn if the rules are not followed.
2.3 Rainbow District School Board will endeavour to meet the transportation needs of students residing within the boundaries of the Board in an efficient and accommodating manner.
2.4 Sudbury Student Services Consortium administers student transportation on behalf of the Rainbow District School Board, le Conseil scolaire catholique du Nouvel-Ontario, Sudbury Catholic District School Board, and le Conseil scholaire public du Grand Nord de l’Ontario.
2.5 The mission of Sudbury Student Services Consortium is to provide a single transportation system with emphasis on safety and efficiency for the four school boards in the Greater Sudbury, Espanola, and Manitoulin areas.
3. CONSORTIUM EXPECTATIONS
3.1 Sudbury Student Services Consortium is governed by a Board of Directors, which is composed of the Superintendents of Business and Finance of the four school boards.
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3.2 The four member boards of Sudbury Student Services Consortium have developed a student transportation agreement to provide effective service in accordance with the Education Act and its regulations, the Highway Traffic Act, and Ministry of Education guidelines.
3.3 Sudbury Student Services Consortium has established policies and procedures to ensure that school transportation services are at all times reliable, equitable, and safe. These policies and procedures are set out at http://www.sssc- cses.ca/en/policies/
3.4 In the interest of the safety and well-being of staff and students, student transportation and/or classes may be cancelled when weather conditions warrant such action.
REFERENCE DOCUMENTS
Legal: Education Act S 21 (2) Attendance Excused if No Transportation Education Act, S 181 Transportation Agreements with Other Boards Education Act, S 190 Transportation of Pupils Ontario Regulation 298, S 23 (4) Pupil responsible to principal on bus Highway Traffic Act Ministry of Transportation Capacity Rating Public Vehicles Act, 1983, C. 425, S. 20, S. 21 The Insurance Act
Board References: Board Policy No. GOV-01 Vision, Mission, and Values Membership Agreement between Sudbury Student Services Consortium and RAINBOW DISTRICT SCHOOL BOARD, CONSEIL SCOLAIRE DE DISTRICT CATHOLIQUE DU NOUVEL- ONTARIO, CONSEIL SCOLAIRE DE DISTRICT DUE GRAND NORD DE L’ONTARIO, SUDBURY CATHOLIC DISTRICT SCHOOL BOARD dated January 1, 2010.
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Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 15 7 8 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 15
Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 15 9 10 Special Education Plan 2020-2021 | Part II - Special Education Programs and Services | Section 15 Part III The Board’s Special Education Advisory Committee Mission Statement of the Rainbow District School Board Special Education Advisory Committee
To optimize the quality of education and improve the educational outcomes of all individuals with exceptionalities
The Rainbow District School Board has established a Special Education Advisory Committee (SEAC) in accordance with Regulation 464/97 made under the Education Act.
The responsibilities of the SEAC are: ◆ to make recommendations the Board with respect to any matter affecting the establishment, development, and delivery of special education programs and services for the exceptional students within the Board ◆ to participate in the Board’s annual review of its special education plan ◆ to participate in the development of the Board’s annual budget for special education ◆ to review the financial statements of the board as they relate to special education..
SEAC Membership Members of the SEAC are selected according to the Special Education Advisory Committee: Nominations and Appointment Protocol. Following an election of trustees, the SEAC Membership Committee will call for nominations from local associations and First Nation communities. The Nominations Committee meets in December to select new members. The Chiefs and Councils with tuition agreements in the jurisdiction of the RDSB may name a representative and alternate for appointment as a representative and alternate on the Board’s SEAC and the Rainbow District School Board must appoint the persons named as representative and alternate on the SEAC, as per Regulation 464/97 of the Education Act.
Special Education Plan 2020-2021 | Part III - The Board’s Special Education Advisory Committee 1 Rainbow District School Board Special Education Advisory Committee (As of January 2020)
HOME BUSINESS ALTERNATE HOME BUSINESS EXCEPTIONALITY ASSOCIATION MEMBER INFORMATION INFORMATION MEMBER INFORMATION INFORMATION
ASSOCIATION MEMBERS
Autism Autism Ontario Natasha 241 Second Ave. N. - Sudbury Chapter Delaney Unit 317 Sudbury, ON P3B 4A7 Tel 705 929-2561 natashadelaney@ hotmail.com
Learning Learning Wendy 497 Granite St. PO Box 40012 Ron Lessard 1398 Arlington PO Box 40012 Disabilities Disabilities Larouche Sudbury, ON 2015 Long Lake Rd. Blvd. 2015 Long Lake Rd. Association P3C 2P4 Sudbury, ON Sudbury ON Sudbury, ON of Sudbury Tel 705 690-0015 P3E 0B2 P3E 6H8 P3E 0B2 Tel: 705 522-0100 Tel 705 677-0110 Tel 705 522-0100 Fax: 705 522-2289 ron@ Fax 705 522-2289 Resource@ ldasudbury.ca info@ ldasudbury.ca ldasudbury.ca
Developmental Down Syndrome Julie Contini 612 Telstar Ave. Disability Association of Sudbury, ON Sudbury P3E 5N2 Tel: 705 988-7375 jcontini@ persona.ca
2 Special Education Plan 2020-2021 | Part III - The Board’s Special Education Advisory Committee ADHD NOARC Robert 1861 Courtland Drive Silvestri Sudbury Ontario P3A 1J9 Tel: 705 675-5554 (w) robertsilvestri@ cambriancollege.ca
Multiple FASD Cereena Rows 2494 Ida St. Sudbury Ontario P3E 4X1 Tel: 705 566-3416 (w) ext 2552 crows@ccnsudbury. on.ca
TRUSTEE MEMBERS
Trustee Rainbow District Judy Kosmerly Tel: 705 897-1603 kosmerj@ Bob Clement Tel: 705 869-2235 clemenb@ School Board rainbowschools.ca rainbowschools.ca
Trustee Rainbow District Margaret Tel: 705 368-3102 stringm@ Kerrie Tel: 705 525-8684 stjeank@ School Board Stringer rainbowschools.ca St. Jean rainbowschools.ca
FIRST NATION MEMBERS
Urban Aboriginal N’Swakamok Darryl Walker Tel: 705 674-2128 110 Elm St., West Kelly-Lee assinek@ Community Native Friendship Tel: 705 671-3539 Sudbury, ON Assinewe rainbowschools.ca Centre wasanabin P3C 1T5 @nfcsudbury.org
MEMBERS AT LARGE
Sudbury Ontario Autism Julia Ritchie Tel: 705 698 0543 (c) 183 Claudia Court Coalition julia.victoria.ritchie@ Sudbury Ontario gmail.com P3A 4C1
Special Education Plan 2020-2021 | Part III - The Board’s Special Education Advisory Committee 3 Meeting Times and Locations The SEAC meets on the first Wednesday of each month in Room 125 at the Rainbow District School Board Centre for Education. Normal meeting time is 12:00 pm. Dates, location, and times are confirmed each month. All meetings are open to the public. Members of the public can contact (705) 674-3171 extension 7236 for further information. SEAC meetings for 2019-2020 were held on the following dates: September 11, 2019 October 6, 2019 November 6, 2019 May 13, 2020 June 3, 2020
Input to SEAC SEAC members welcome input from parents through their local associations. In addition, members of the public are able to make their own views known at public meetings convened by the SEAC and/or in writing to the Secretary of SEAC, c/o Executive Assistant to the Superintendent of Special Education, Rainbow District School Board, 408 Wembley Drive, Sudbury, ON, P3E 1P2. Presentations to the SEAC are encouraged and can also be arranged through the Secretary of the SEAC at (705) 674-3171 extension 8213.
4 Special Education Plan 2020-2021 | Part III - The Board’s Special Education Advisory Committee Education Act Ontario Regulation 464/97 Special Education Advisory Committees 1. In this Regulation, “local association” means an association or organization of parents that operates locally within the area of jurisdiction of a board and that is affiliated with an association or organization that is not an association or organization of professional educators but that is incorporated and operates throughout Ontario to further the interests and well-being of one or more groups of exceptional children or adults. O. Reg. 464/97, s. 1. 2. (1) Every district school board shall establish a special education advisory committee that shall consist of, (a) subject to subsections (2) and (3), one representative from each of the local associations that operates locally within the area of jurisdiction of the board, as nominated by the local association and appointed by the board; (b) one alternate for each representative appointed under clause (a), as nominated by the local association and appointed by the board; (c) such number of members from among the board’s own members as is determined under subsection (4), as appointed by the board; (d) where the number of members appointed under clause (c) is less than three, one alternate, as appointed by the board from among its own members, for each member appointed under clause (c); (e) one or two persons to represent the interests of Indian pupils, as provided by section 4; and (f) one or more additional members appointed under subsection (5). (2) The board shall not appoint more than 12 representatives under clause (1) (a). (3) Where there are more than 12 local associations within the area of jurisdiction of the board, the board shall select the 12 local associations that shall be represented. (4) The number to be appointed by the board under clause (1) (c) shall be the lesser of, (a) three; and (b) 25 per cent of the total number of members of the board, rounded down to the nearest whole number. (5) For the purposes of clause (1) (f), the board may appoint one or more additional members who are neither representatives of a local association nor members of the board or another committee of the board. O. Reg. 464/97, s. 2. 3. (1) Every school authority, other than a board established under section 68 of the Act, shall establish a special education advisory committee that shall consist of, (a) two representatives from the local associations that operate locally within the area of jurisdiction of the board, as nominated by the local associations and appointed by the board; (b) one alternate for each representative appointed under clause (a), as nominated by the local associations and appointed by the board;
Special Education Plan 2020-2021 | Part III - The Board’s Special Education Advisory Committee 5 (c) one member from among the board’s own members, as appointed by the board; (d) one alternate, as appointed by the board from among its own members, for the member appointed under clause (c); and (e) one or two persons to represent the interests of Indian pupils, as provided by section 4. (2) Where no local association or associations have been established, instead of the members and alternates required by clauses (1) (a) and (b), the board shall appoint two members and two alternates who are not members of the board. O. Reg. 464/97, s. 3. 4. (1) Where a board has one member appointed in accordance with a regulation made under section 188 of the Act, the special education advisory committee shall include one person appointed to represent the interests of Indian pupils. (2) Where a board has more than one member appointed in accordance with a regulation made under section 188 of the Act, the special education advisory committee shall include two persons appointed to represent the interests of Indian pupils. (3) One alternate shall be appointed for each person appointed in accordance with subsection (1) or (2). (4) The representatives and alternates shall be nominated by the councils of the bands with which the board has entered into agreements under section 188 of the Act. (5) The board shall appoint the persons nominated under subsection (4). O. Reg. 464/97, s. 4. 5. (1) A person is not qualified to be nominated or appointed under section 2 or 3 to a special education advisory committee of a board unless the person is qualified to vote for members of that board and is resident in its area of jurisdiction. (2) Subsection (1) does not apply in respect of persons appointed under section 4. (3) A person is not qualified to be nominated or appointed under section 2, 3 or 4 if the person is employed by the board. O. Reg. 464/97, s. 5. 6. Subject to section 7, each of the persons appointed to a special education advisory committee of a board shall hold office during the term of office of the members of the board and until a new board is organized. O. Reg. 464/97, s. 6. 7. (1) A member of a special education advisory committee vacates his or her seat if he or she, (a) is convicted of an indictable offence; (b) absents himself or herself without being authorized by resolution entered in the minutes from three consecutive regular meetings of the committee; or (c) ceases to hold the qualifications to be appointed to the committee. (2) An alternate for a member of a special education advisory committee vacates his or her position if he or she, (a) is convicted of an indictable offence; (b) absents himself or herself without being authorized by resolution entered in the minutes from three consecutive regular meetings of the committee in respect of which the alternate received a notice under subsection 9 (9); or (c) ceases to hold the qualifications to be appointed as an alternate.
6 Special Education Plan 2020-2021 | Part III - The Board’s Special Education Advisory Committee (3) Where a seat or position becomes vacant under this section, section 8 applies with respect to filling the vacancy. (4) Despite subsection (3), where a member of the committee or an alternate for a member of a committee is convicted of an indictable offence, the vacancy or position shall not be filled until the time for taking any appeal that may be taken from the conviction has elapsed, or until the final determination of any appeal so taken, and in the event of the quashing of the conviction the seat or position shall be deemed not to have been vacated. O. Reg. 464/97, s. 7. 8. (1) If a seat or position on a special education advisory committee becomes vacant, the board that appointed the person whose seat or position has become vacant shall appoint a qualified person to fill the vacancy for the remainder of the term of the person whose seat or position has become vacant. (2) The nomination requirements of sections 2, 3 and 4 apply with respect to appointments under this section. (3) Where a seat of a member of the committee is vacant and has not yet been filled, the alternate for the member, if there is an alternate, shall act in the member’s place for all purposes of this Regulation. O. Reg. 464/97, s. 8. 9. (1) A majority of the members of a special education advisory committee is a quorum, and a vote of a majority of the members present at a meeting is necessary to bind the committee. (2) Every member present at a meeting, or his or her alternate when attending the meeting in his or her place, is entitled to one vote. (3) The members of the committee shall, at their first meeting, elect one of their members as chair and one of their members as vice-chair. (4) The vice-chair shall assist the chair and shall act for the chair at meetings in his or her absence. (5) The chair or, in the absence of the chair, the vice-chair, shall preside at meetings. (6) If at any meeting the chair and vice-chair are not present, the members present may elect a chair for that meeting. (7) The chair may vote with the other members of the committee and any motion on which there is an equality of votes is lost. (8) The committee shall meet at least 10 times in each school year. (9) Where a member for whom an alternate has been appointed cannot attend a meeting of the committee, the member shall so notify the alternate. (10) Where an alternate receives a notice under subsection (9), he or she shall attend the meeting and act at the meeting in the member’s place. O. Reg. 464/97, s. 9.
Special Education Plan 2020-2021 | Part III - The Board’s Special Education Advisory Committee 7 10. (1) The board shall make available to its special education advisory committee the personnel and facilities that the board considers necessary for the proper functioning of the committee, including the personnel and facilities that the board considers necessary to permit the use of electronic means for the holding of meetings of the committee in accordance with the regulations made under section 208.1 of the Act. (2) Within a reasonable time after a special education advisory committee is appointed, the board shall provide the members of the committee and their alternates with information and orientation respecting, (a) the role of the committee and of the board in relation to special education; and (b) Ministry and board policies relating to special education. O. Reg. 464/97, s. 10. 11. (1) A special education advisory committee of a board may make recommendations to the board in respect of any matter affecting the establishment, development and delivery of special education programs and services for exceptional pupils of the board. (2) Before making a decision on a recommendation of the committee, the board shall provide an opportunity for the committee to be heard before the board and before any other committee of the board to which the recommendation is referred. O. Reg. 464/97, s. 11. 12. (1) The board shall ensure that its special education advisory committee is provided with the opportunity to participate in the board’s annual review, under Regulation 306 of the Revised Regulations of Ontario, 1990, of its special education plan. (2) The board shall ensure that its special education advisory committee is provided with the opportunity to participate in the board’s annual budget process under section 231 of the Act, as that process relates to special education. (3) The board shall ensure that its special education advisory committee is provided with the opportunity to review the financial statements of the board, prepared under section 252 of the Act, as those statements relate to special education. O. Reg. 464/97, s. 12.
8 Special Education Plan 2020-2021 | Part III - The Board’s Special Education Advisory Committee Part IV Coordination of Services with other Ministries or Agencies The Rainbow District School Board plans carefully at times of transition. Students with special needs often require advanced educational planning to ensure a smooth transition. Transitions may include: ◆ Transition from preschool to school programs which includes: - Day care programs - Programs for students who are deaf - Preschool speech-language programs - Intensive early intervention programs for children with ASD ◆ Elementary to secondary school ◆ Secondary to post-secondary education or work ◆ Transition to or from care, treatment, and correctional programs ◆ Transition to or from programs offered by other boards of education ◆ Other transitions which may include: - Between activities and settings or classrooms - Between grades - Moving from school to school Special Education Consultants/Coordinators work closely with staff, parents, and community agencies to facilitate a smooth transition which will increase the possibility of future success.
Transition from Preschool to School Programs The Rainbow District School Board supports preschool-aged children with special needs entering school by working collaboratively with parents and agencies, organizations, day cares, and service providers also involved in supporting the child to identify the strengths and needs of the individual and develop an effective entry-to-school plan. The Rainbow District School Board is a member of the City of Greater Sudbury Community Planning to School Transition Subcommittee. Through the work of this subcommittee, a strategy was developed among all stakeholders to provide timely and coordinated transition planning through the development of a referral process and the sharing of information about the needs of children eligible to attend school the following September. The goal is to aid in the development of effective educational programs and services within available resources, as well as to decrease the delay or duplication of services both within and outside of school. This transition process allows parents to develop a positive rapport with the school, discuss any concerns or apprehensions they may have, and inform the school about the needs of their child. A description of the transition process may be found in Part II, Section 3 of the “RDSB Special Education Plan”. Additional information about the entry-to-school process may also be found in the Ministry of Education document, “Planning Entry to School – A Resource Guide” published in 2005. The following diagram was developed by the aforementioned subcommittee and represents the stakeholders involved to support student entry into the Rainbow Board.
Special Education Plan 2020-2021 | Part IV - Coordination of Services with Other Ministries or Agencies 1 2 Special Education Plan 2020-2021 | Part IV - Coordination of Services with Other Ministries or Agencies Elementary to Secondary School The Rainbow District School Board follows Regulation 181/98, the Ministry of Education IEP and transition plan standards, and PPM 156 for the development of transition plans for students identified as exceptional pupils through the IPRC process. Within the Rainbow District School Board, planning takes place between elementary and secondary schools to ensure effective transition planning for exceptional students. This involves a variety of activities and strategies, such as the exchange of information meetings, parent evenings, IPRC meetings, and school visits. Part II, Section 9 of the “RDSB Special Education Plan” provides additional information about the pathways for exceptional students to secondary special education programs and services.
Secondary to Post-Secondary Education or Work The Rainbow District School Board provides students with three options for graduation from secondary school: Ontario Secondary School Diploma (OSSD) ◆ 30 credits in Academic, Applied, Open, Locally Developed Compulsory Courses (Essentials) – 18 compulsory, 12 optional ◆ Successful completion of the Ontario Secondary School Literacy Test (OSSLT) or the Ontario Secondary School Literacy Course (OSSLC) ◆ Completion of 40 hours of community involvement Ontario Secondary School Certificate (OSSC) ◆ 14 credits in Academic, Applied, Open, Locally Developed Compulsory Courses (Essentials) – 7 compulsory, 7 optional Certificate of Accomplishment ◆ 30 non-credit (K) course completions – combination of 30 non-credit course completions and credits In November, the Coordinator for Secondary Special Education works with Principals and Special Education Program Leaders and reviews the transition plans of students who will be leaving secondary school. Between December and February, the Coordinator for Secondary Special Education confirms that referrals are in place and parents have been contacted. In March, the Coordinator for Secondary Special Education advises the Superintendent for Special Education of the staffing needs of schools based upon transition planning for these students. Most colleges and universities offer free orientation and training opportunities for students entering from secondary school. Information about these opportunities is made available in the secondary school guidance offices for students and their parents to access.
Special Education Plan 2020-2021 | Part IV - Coordination of Services with Other Ministries or Agencies 3 Special Education Program Leaders make available documentation from the student’s OSR for students to share with colleges and universities to access supports. The disability offices of the postsecondary institutions review the documentation provided by the student to determine eligibility for accommodations. If a new psychoeducational assessment is deemed necessary, it is completed at the college or university.
Transition to or from Care, Treatment, and Correctional Programs Students who are transferring from care and treatment programs have their transition needs met through a case conference with the appropriate Special Education Consultant/Coordinator. Assessment reports are reviewed and individualized plans for the transition from care and treatment programs are finalized. Once the Psychology department has reviewed the assessment reports, an IPRC is held with the staff from the appropriate school. Students who are transferring to care and treatment programs have their transition needs met through a case conference with the appropriate staff. The Special Education Consultant/ Coordinator responsible for the student’s school facilitates this case conference.
Transition to or from Programs offered by Other Boards of Education Students transferring to or from programs offered by other boards have their transition needs met through a teleconference once the parent has come forward to register the student or the OSR has been transferred to the school. The Special Education Consultant/Coordinator, in the context of the identification criteria and range of placements established by Rainbow District School Board, reviews identification and placement.
Other Transitions Students with ASD, behaviour challenges, or mental health concerns, as well as young children, may require additional planning to support their transition between activities and settings or classrooms, between grades, or moving from school to school. Teachers and parents who know the student are in the best position to anticipate obstacles and appropriate strategies necessary to support the student through these transitions. Whenever possible, the student should also be involved in this planning. The Special Education Consultant/Coordinator can be accessed by the school to assist in developing additional strategies and coordinating moves from one school to another.
4 Special Education Plan 2020-2021 | Part IV - Coordination of Services with Other Ministries or Agencies Assessments from Outside Agencies When an assessment is completed by an outside agency and shared with the school, the Special Education Consultant/Coordinator reviews the report and determines if the results require further consultation through the Rainbow District School Board’s Psychological Services or Speech-Language Pathology department. Results and recommendations from outside agencies are considered in the context of the identification criteria and range of placements established by the Rainbow District School Board and within the resources available. A consultation note is generated reflecting student eligibility for IPRC. Additional planning or programming recommendations may be included. If necessary, a working meeting may be held at the school to discuss IEP needs, program modifications, or IPRC concerns. The Rainbow District School Board does not necessarily reassess the students unless the existing assessment has not clearly documented the student’s needs.
Special Education Plan 2020-2021 | Part IV - Coordination of Services with Other Ministries or Agencies 5 Part V Submission and Availability of School Board Plans Each school board is required to make its special education plan publicly available. The Ministry of Education is informed about current special education programs and services and any amendments made to the Rainbow District School Board’s Special Education Plan. The complete plan is available on the Board’s website at: http://www.rainbowschools.ca/programs/special-education/special-education-plan/ In preparing and updating the plan, the Rainbow District School Board continues to consult with its SEAC as per Regulation 464/97. The following documents are also included with the Rainbow District School Board Special Education Plan: ◆ a letter from Norm Blaseg, Director of Education, confirming that the Board’s Plan is being submitted in compliance with the requirements of Regulation 306, and of the Ministry of Education policy document “Standards for School Boards’ Special Education Plans” (2000) ◆ a copy of the Board’s motion of approval of the plan, including the date of approval ◆ a copy of any related motions or recommendations from the SEAC. In 2020, a checklist will be submitted to the Ministry of Education to identify: ◆ components included in the Board’s Special Education Plan, as defined in “Standards for School Boards’ Special Education Plans” (2000) ◆ components of the Board’s Special Education Plan that include amended information in regards to the special education programs and services that will be available for 2020-21 ◆ the provision of the special education programs and services provided during the 2019-2020 school year and a description of any variance, as necessary ◆ posting of the protocol for partnerships with external agencies for the provision of services by regulated health professionals, regulated social service professionals, and paraprofessionals (PPM 149) on the school board website ◆ inclusion of special education in the ongoing self-improvement with respect to the Board Improvement Plan for Student Achievement ◆ the method used to provide the Ministry and the public access to the Special Education Plan, the Parent Guide to Special Education, and PPM 149 protocol.
Special Education Plan 2020-2021 | Part V - Submission and Availability of School Board Plans 1 District School Board/School Authority: RAINBOW DISTRICT SCHOOL BOARD
Compliance with Standards for School Boards’ Special Education Report on Amendments Plans (2000) reproduced in full in Special Education in Ontario the provision to the Kindergarten to Grade 12 Policy and Resource Guide (2017) of Special 2020-2021 Education Special Programs and Education Services Plan 2019-2020
Special Education Programs and Services Model for Special Education ✔ Identification, Placement, and Review Committee (IPRC) Process ✔ Special Education Placements Provided by the Board ✔ Individual Education Plans (IEP) ✔ Special Education Staff ✔ ✔ Specialized Equipment ✔ ✔ Transportation for Students with Special Education Needs ✔ Transition Planning ✔ Provincial Information Roles and Responsibilities ✔ Categories and Definitions of Exceptionalities ✔ Provincial and Demonstration Schools in Ontario ✔ Other Related Information Required for Community The Board’s Consultation Process ✔ The Special Education Advisory Committee (SEAC) ✔ ✔ Early Identification Procedures and Intervention Strategies ✔ Educational and Other Assessments ✔ Coordination of Services with Other Ministries or Agencies ✔ Specialized Health Support Services in School Settings ✔ ✔ Staff Development ✔ ✔ Accessibility (AODA) ✔ ✔ Parent Guide to Special Education ✔ ✔ Where programs and services have not been provided as outlined in the 2018-19 Special Education Plan, please provide a description of the variance:
2 Special Education Plan 2020-2021 | Part V - Submission and Availability of School Board Plans Additional Information Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals, Regulated Social Service Professionals, and ✔ Paraprofessionals (PPM 149) posted on school board website.
Special education is included in our ongoing self-improvement with respect to the ✔ Board Improvement Plan for Student Achievement.
Please indicate the URL of the Document Format document on your website (if applicable)
Special Education Plan https://www.rainbowschools.ca/ ✔ Board Website wp-content/uploads/2020/10/ ✔ Electronic file Special-Education- ✔ Paper Copy Plan-2020-2021.pdf
Parent Guide to Special Education https://www.rainbowschools.ca/ ✔ Board Website wp-content/uploads/2020/03/ ✔ Electronic file Parents-Guideto-Special- Education-2020.pdf
Protocol for Partnerships with External Agencies for Provision of Services by Regulated ü Board Website Health Professionals, Regulated Social Service ✔ Electronic file Professionals, and Paraprofessionals (PPM 149)
Name of the Director of Education
Signature of the Director of Education Date
Special Education Plan 2020-2021 | Part V - Submission and Availability of School Board Plans 3